Türk Eğitim Bilimleri Dergisi 2459-1912 Gazi University 10.37217/tebd.1762846 Cross-Cultural Scale Adaptation Kültürlerarası Ölçek Uyarlama Sınıf İçi Değerlendirme Uygulamalarında Adalet Algısı: Adil Sınıf Değerlendirmesi Ölçeği’nin Türkçeye Uyarlanması Perceptions of Fairness in Classroom Assessment Practices: Adaptation of the Fair Classroom Assessment Scale into Turkish https://orcid.org/0000-0003-3002-4399 Baygül Abdulkadir SİVAS CUMHURİYET ÜNİVERSİTESİ https://orcid.org/0000-0002-0733-4287 Buldur Serkan Sivas Cumhuriyet Üniversitesi Advanced Online Publication 550 576 08 11 2025 01 21 2026 Copyright © 2003, The Journal of Turkish Educational Sciences 2003 The Journal of Turkish Educational Sciences

Bu çalışmada, sınıf içi değerlendirme süreçlerinde adalet algısını ölçmeyi hedefleyen Adil Sınıf Değerlendirmesi Ölçeği’nin Türkçeye uyarlanarak ortaokul öğretmenleri örnekleminde geçerlik ve güvenirlik özelliklerinin incelenmesi amaçlanmıştır. Adalet, çağdaş ölçme ve değerlendirme uygulamalarının temel ilkelerinden biri olarak öne çıkmakta; ancak alanyazında bu kavramı bütüncül şekilde ele alan ölçme araçlarının sayısı sınırlı kalmaktadır. Sosyal adalet psikolojisi ve örgütsel adalet kuramına dayanan bu ölçek, dağıtımsal, prosedürel ve etkileşimsel adaleti kapsayan beş faktörlü bir yapıya sahiptir. Araştırmanın çalışma grubunu, 2024–2025 eğitim öğretim yılında bir ilin merkez ilçesinde görev yapan 712 ortaokul branş öğretmeni oluşturmaktadır. Veri toplama aracı olarak Adil Sınıf Değerlendirmesi Ölçeği’nin Türkçeye uyarlanmış formu kullanılmıştır. Ölçeğin Türkçe uyarlaması, çeviri–tersine çeviri, uzman görüşü ve dil geçerliği uygulamalarını içeren çok aşamalı bir süreç izlenerek gerçekleştirilmiştir. Verilerin analizinde Doğrulayıcı Faktör Analizi, Cronbach alfa iç tutarlılık katsayıları, madde-toplam korelasyonları ve %27’lik alt-üst grup karşılaştırmaları yapılmıştır. Doğrulayıcı Faktör Analizi sonuçları, ölçeğin özgün beş faktörlü yapısının Türkçe formda da geçerli olduğunu göstermiş ve modelin uyum indekslerinin yeterli düzeyde olduğu belirlenmiştir. Ölçekteki faktörlerin iç tutarlılığına ilişkin hesaplanan Cronbach alfa katsayıları .76 ile .84 arasında değişmiş ve tüm alt boyutlar açısından kabul edilebilir düzeyde olduğu belirlenmiştir. Sonuç olarak Adil Sınıf Değerlendirmesi Ölçeği’nin Türkçe formu geçerli ve güvenilir bir ölçme aracı olarak değerlendirilmiştir. Ölçek, öğretmen eğitimi, değerlendirme farkındalığı ve okul temelli politika geliştirme süreçlerinde kullanılabilecek işlevsel bir araç niteliğindedir.

The aim of this study is to adapt the Classroom Assessment Fairness Inventory into Turkish and to examine its validity and reliability among a sample of middle school teachers. Fairness is emphasized as one of the core principles of contemporary assessment practices; however, the number of instruments that address this construct comprehensively in the literature remains limited. This scale, grounded in social justice psychology and organizational justice theory, consists of five factors encompassing distributive, procedural, and interactional fairness. The study group consisted of 712 subject-matter middle school teachers working in the central district of a province in Türkiye during the 2024–2025 academic year. The Turkish-adapted version of the Classroom Assessment Fairness Scale was used as the data collection instrument. The adaptation process was conducted using a multi-step procedure including translation, back-translation, expert review, and language validity assessment. Data were analyzed using Confirmatory Factor Analysis, Cronbach's alpha internal consistency coefficients, item-total correlations, and 27% upper-lower group comparisons. The Confirmatory Factor Analysis results confirmed the original five-factor structure of the scale for the Turkish version, and the model fit indices indicated excellent fit. Cronbach's alpha coefficients ranged from .76 to .84, demonstrating an acceptable level of internal consistency for all sub-dimensions. In conclusion, the Turkish version of the Classroom Assessment Fairness Inventory was found to be a valid, reliable, and contextually appropriate tool for assessing fairness in classroom assessment. The scale offers functional utility in teacher education, assessment awareness, and school-based policy development.

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