Classroom assessment beliefs of teachers: scale validity and reliability study
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Springer
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The aim of this study was to develop Classroom Assessment Beliefs Scale (CABS) to determine teachers' assessment beliefs for the classroom. The sample of the study consisted of teachers (n = 440) working in primary schools, middle schools, and high schools in the Central Anatolia Region of Turkey. At the end of the analysis, a 22-item scale with two factors was obtained. The scale consisted of traditional assessment belief (TAB) and alternative assessment belief (AAB) factors. The explained total variance of the two-factor structure of the scale was 27.854%. The fit indices of the scale were examined, and the model was confirmed to having a good fit (chi(2)/df = 1.85; RMSEA = 0.06; CFI = 0.91; TLI = 0.91; IFI = 0.91). Cronbach's alpha reliability value of the scale was 0.92 for TAB and 0.91 for AAB of the CABS. The developed scale is a psychometrically appropriate instrument to reveal classroom assessment beliefs adopted by teachers.
Açıklama
Anahtar Kelimeler
Assessment, Classroom assessment, Classroom assessment beliefs, Scale development
Kaynak
Educational Research For Policy and Practice
WoS Q Değeri
N/A
Scopus Q Değeri
Q2
Cilt
22
Sayı
2
