Teacher Rating Scales of Early Academic Competence (TRS-EAC): Adaptation to Turkish, Validity and Reliability

Year 2019, , 43 - 57, 15.02.2019

Fatma Betul Senol Figen Turan

https://doi.org/10.12973/ijem.5.1.43

Abstract

This study aims to conduct Turkish adaptation, validity and reliability studies of the Teacher Rating Scales of Early Academic Competence. This study also aims to examine and improve early academic competence thoroughly on the basis of teachers’ ratings in Turkey, and lastly to contribute an assessment and measurement instrument to the literature which will enable to conduct further research in the field. This study was designed in a general survey model. The study included normally developing 619 36-72 month-old preschoolers attending to nursery classes and kindergartens affiliated to Afyonkarahisar Ministry of National Education in 2015-2016 academic year. The validity and reliability studies of the data obtained following the implementation of TRS-EAC, was completed. The Cronbach Alpha, split half test, test-retest reliability of the scale and its subscales were measured. TRS-EAC was found to be valid and reliable for 36-72 month-old children. It can be considered that the various studies that can be used TRS-EAC in Turkey will provide important contributions to the measurement power of this test.  

Keywords

Academic competence, early childhood, validity, reliability

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