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<p>This study aimed to develop and validate a maker literacy (ML) assessment scale for secondary students, focusing on four core dimensions: learning ability, practical ability, interdisciplinary ability, and innovation ability. The scale was developed through an extensive process, including expert feedback using the Delphi method and rigorous psychometric analyses such as exploratory factor analysis (EFA), item response theory (IRT), and confirmatory factor analysis (CFA). A sample of 4,983 students from 24 provinces in China participated in two surveys, with 2707 students in the first survey used for item revision, and 2276 students in the second survey used for testing the scale’s reliability and validity. The final 52-item scale demonstrated excellent reliability, with Cronbach’s <i>α</i> values of 0.989 for the total scale and high reliability for subscales (ranging from 0.960 to 0.982). The scale’s factor structure was validated through CFA, showing strong fit indices. This assessment tool provides a comprehensive and multidimensional framework for evaluating maker literacy and can guide educators in enhancing maker education. It also has implications for future research in maker education and serves as a valuable instrument for promoting creativity, interdisciplinary learning, and critical thinking among secondary school students.</p>

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Development and validation of a maker literacy assessment scale for secondary school students in China

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月2日

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  • Guanghui Shen,
  • Jinyan Huang,
  • Guixian Wang

摘要

This study aimed to develop and validate a maker literacy (ML) assessment scale for secondary students, focusing on four core dimensions: learning ability, practical ability, interdisciplinary ability, and innovation ability. The scale was developed through an extensive process, including expert feedback using the Delphi method and rigorous psychometric analyses such as exploratory factor analysis (EFA), item response theory (IRT), and confirmatory factor analysis (CFA). A sample of 4,983 students from 24 provinces in China participated in two surveys, with 2707 students in the first survey used for item revision, and 2276 students in the second survey used for testing the scale’s reliability and validity. The final 52-item scale demonstrated excellent reliability, with Cronbach’s α values of 0.989 for the total scale and high reliability for subscales (ranging from 0.960 to 0.982). The scale’s factor structure was validated through CFA, showing strong fit indices. This assessment tool provides a comprehensive and multidimensional framework for evaluating maker literacy and can guide educators in enhancing maker education. It also has implications for future research in maker education and serves as a valuable instrument for promoting creativity, interdisciplinary learning, and critical thinking among secondary school students.