Geri Bildirim Etkililik Algısı Ölçeği: Geçerlik ve Güvenirlik Çalışması

Abstract

Bu çalışmanın amacı, geribildirimin etkililiğini değerlendirmek için geçerli ve güvenilir bir ölçme aracı geliştirmektir. Çalışmaya farklı sınıf düzeylerinden ve öğretmen eğitimi programlarından toplam 662 öğretmen adayı katılmıştır. Bu süreç, madde geliştirme, ölçek geliştirme ve ölçek değerlendirme olmak üzere birbirini takip eden üç aşamada yürütülmüştür. Ölçme aracının faktör yapısı açımlayıcı ve doğrulayıcı faktör analizi kullanılarak incelenmiştir. İlk olarak 334 lisans öğrencisinden toplanan veri setiyle açımlayıcı faktör analizi (AFA) yapılmış, ardından 328 lisans öğrencisinden oluşan ayrı bir veri setiyle doğrulayıcı faktör analizi (DFA) gerçekleştirilmiştir. AFA sonuçları, teorik çerçeveye karşılık gelen bilişsel, üst bilişsel ve duyuşsal boyutlardan oluşan üç faktörlü bir yapının varlığına işaret etmiştir. DFA sonuçları modelin uyum indekslerinin kabul edilebilir eşikleri önemli ölçüde aştığını ve böylece modelin yapı geçerliliğini doğruladığını göstermiştir. Ayrıca, ölçek boyutları için elde edilen Cronbach Alpha ve Omega katsayıları da ölçeğin güvenilir olduğunu göstermiştir. Faktör analizleri sonucunda, geribildirim etkinliğini değerlendirmek amacıyla 30 maddelik, üç boyutlu, geçerli ve güvenilir Likert tipi bir ölçme aracı geliştirilmiştir.

Keywords

• geri bildirim ölçeği
• geri bildirime ilişkin algılar
• ölçek geliştirme
• geri bildirimin etkililiği

The Perceived Effectiveness of Feedback Scale: Validity and Reliability Study

Abstract

The aim of this study was to develop a valid and reliable measurement tool for evaluating the perceived effectiveness of feedback. A total of 662 pre-service teachers from a variety of grade levels and teacher education programs participated in the study. This process was methodically executed in three sequential stages: item development, scale development, and scale evaluation. The factor structure of the assessment tool was examined using exploratory and confirmatory factor analysis. Initially, exploratory factor analysis (EFA) was conducted with a dataset collected from 334 undergraduate students, followed by a confirmatory factor analysis (CFA) with a separate set of 328 undergraduate students. The results of the EFA indicated the presence of a three-factor structure comprising cognitive, metacognitive, and affective dimensions that corresponds to the theoretical framework. The CFA further demonstrated that the model's fit indices significantly exceeded the acceptable thresholds, thus validating the model's construct validity. Furthermore, the reliability analyses yielded satisfactory results, as evidenced by the Cronbach's Alpha and Omega coefficients for the scale dimensions, which were found to be within the acceptable ranges. As a result of the factor analyses, a valid and reliable 30-item Likert-type measurement instrument with three dimensions has been established with the goal of assessing feedback effectiveness.

Keywords

• feedback scale
• feedback perceptions
• scale development
• the effectiveness of feedback

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