Developing and Validating a Measurement Scale to Assess Knowledge of Memory and Learning Processes Among Italian Teachers
Year: 2026
Type: preprint
Abstract: Knowledge of memory and learning processes may inform teachers’ educational decisions. However, to our knowledge, no psychometrically validated instrument specifically assesses teachers’ procedural knowledge of these processes through realistic classroom scenarios.This Stage 1 Registered Report aims to develop and validate a scenario-based measure of Italian teachers’ procedural knowledge of memory and learning processes.Approximately 600 Italian teachers, from preschool to upper-secondary education, will be recruited through proportional stratified quota sampling based on sex, geographical area, and school level.Following two pilot studies and iterative revisions, 30 original items were retained and paired with conceptually matched items to create two intended parallel forms. All participants will complete the 60 multiple-choice items online. Exploratory and confirmatory factor analyses will be conducted separately for each form in independent subsamples. Measurement invariance across forms will be examined if corresponding factor structures are supported. Internal consistency will be estimated using Cronbach’s alpha. Mixed-effects logistic regression will examine associations between item-level accuracy and teaching experience, educational attainment, and, among teachers with tertiary qualifications, academic field.We expect interpretable, replicable factor structures and adequate internal consistency, with measurement invariance providing additional evidence of comparability across forms. Higher accuracy is tentatively expected with higher educational attainment, psycho-pedagogical qualifications, and fewer years of teaching experience.The study will provide initial evidence on the psychometric properties of the proposed measure. If the findings support its validity and reliability, the instrument could subsequently be used to identify teachers’ knowledge gaps and inform teacher education initiatives.
Language: English
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7224830095