Senturk, CihadBas, Gökhan2024-11-072024-11-0720231570-20811573-1723https://doi.org/10.1007/s10671-023-09339-2https://hdl.handle.net/11480/15295The 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.eninfo:eu-repo/semantics/openAccessAssessmentClassroom assessmentClassroom assessment beliefsScale developmentArticle22230132310.1007/s10671-023-09339-22-s2.0-85150633776Q2WOS:000951893400001N/A