Self-assessment is fundamental to self-regulated learning; however, instruments to measure self-assessment practices are limited to a few developed educational systems. This study examined the psychometric properties of the Self-assessment Practice Scale (SaPS) in the English language subject using data from 778 secondary school students from the Philippines. We used confirmatory factor analysis (CFA) and Rasch analysis to test the SaPS’ within-network validity, then bivariate correlations and structural equation modeling (SEM) for between-network validity. The CFA supported the scale’s four-factor structure, and the Rasch analysis supported the scale’s dimensionality, rating scale effectiveness, and item fit statistics. The four SaPS subscales were positively correlated to agentic, cognitive, and metacognitive engagement. SEM results show that all SaPS factors (except self-monitoring) had significant associations to the engagement outcomes. This study highlights the sound psychometric properties of SaPS in a new educational context and its applicability as a subject-specific measure of assessment-as-learning strategies.

自我评估是自我调节学习的基础；但是，用于衡量自我评估做法的工具仅限于一些发达的教育系统。这项研究使用来自菲律宾的778名中学生的数据，检查了英语科目的自我评估实践量表（SaPS）的心理计量学特性。我们使用验证性因子分析（CFA）和Rasch分析来测试SaPS的网络内有效性，然后使用二元相关性和结构方程模型（SEM）进行网络间有效性。CFA支持量表的四因素结构，Rasch分析支持量表的尺寸，等级量表有效性和项目拟合统计。四个SaPS分量表与代理，认知和元认知参与度呈正相关。SEM结果显示，所有SaPS因素（自我监测除外）均与参与结果显着相关。这项研究强调了SaPS在新的教育环境中的良好心理计量特性，以及其作为评估学习策略的主题特定量度的适用性。