Adapting of Formative Assessment Attitude and Intention Scale for Pre-service Teachers and A Structural Equation Modeling

Year 2017, Volume: 18 Issue: 3, 118 - 131, 31.12.2017

Pınar Karaman

https://doi.org/10.17679/inuefd.300688

Abstract

In the first part of this
study, Teachers’ Attitudes, İntentions, and
Practices of Formative Assessment Questionnaire
developed by Yan ve Cheng (2005) was adapted into Turkish culture and
psychometric properties within Turkish preservice teachers sample were
examined. The data of the study was collected from 301 preservice teachers at
one of the education faculties in Turkey during the 2015-2016 academic year.
The construct validity was established through Confirmatory Analysis. And also
internal consistency of the scale and subscale of the items were examined
thourough Cronbach’s Alpha Coefficient and McDonald’s Coefficient Omega. With
Confirmatory Factor Analysis, structure of six scales was confirmed. Cronbach’s
Alpha Coefficient values and McDonald’s Coefficient Omega values indicated good
internal consistency on the scale and the subscale levels. Therefore, the
results showed that instrument had good psychometric properties for explaining
preservice teachers’ attitudes and intentions regarding formative assessment. The
formative assessment questionnaire could be used for teacher candidates in
Turkey. In the second part of the study, measurement model was assessed in a
structural equation modeling whether the model fits the structural model under the
framework of the Theory of Planned Behaviour (TPB). The result indicated that
structural model based on TPB could predict and explain preservice teachers’
intentions regarding formative assessment. 

Keywords

formative assessment, teacher candidates, attitude, intention, structural equation modeling

Öğretmen Adayları için Biçimlendirici Değerlendirmeye Yönelik Tutum ve Niyet Ölçeği Uyarlaması ve Bir Yapısal Eşitlik Modeli

Abstract

Bu araştırmanın birinci boyutunda, Yan ve Cheng (2005)
tarafından geliştirilen “Öğretmenler için Biçimlendirici Değerlendirmeye
Yönelik Tutum, Niyet ve Uygulamalar Ölçeği (ÖBTNU)” nin Türkçe’ye öğretmen
adayları grubuna uyarlaması gerçekleştirilmiştir. Çalışmaya, 2015-2016
eğitim-öğretim yılında bir eğitim fakültesinin farklı bölümlerinde okuyan 301
öğretmen adayı katılmıştır. Ölçeğin yapı
geçerliği kapsamında doğrulayıcı faktör analizi uygulanmış ve ölçeğin altı
boyutlu yapısı incelenmiştir. Ölçeğin altı boyutlu yapısı doğrulanmıştır.
Ölçeğin güvenirliği ise Cronbach Alpha ve McDonald Omega iç tutarlılık
katsayısı ile hesaplanmıştır. Güvenirlik katsayısı değerlerinin yüksek olduğu
ortaya çıkmıştır. Buna göre uyarlanan ölçeğin, Türkiye’deki öğretmen
adaylarının biçimlendirici değerlenmeyi kullanmaya ilişkin tutum ve
niyetlerini ortaya çıkarmada kullanılabilecek geçerli ve güvenilir ölçüm sonucu
sağladığı söylenebilir. Araştırmanın ikinci boyutunda, ölçüm modelinin
Planlanmış Davranış Teorisi (PDT)’ ne göre oluşturulan yapısal modele
uygunluğu yapısal eşitlik modeli ile sınanmıştır. Buna göre araştırmada PDT’ye
göre kuramsal çerçevede oluşturulan yapısal modelin, öğretmen
adaylarının biçimlendirici değerlendirmeyi kullanmaya yönelik  niyetlerini açıkladığı söylenebilir.

Keywords

biçimlendirici değerlendirme, öğretmen adayları, tutum, niyet, yapısal eşitlik modeli

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