Development of Electronic Portfolio Attitude Scale
Öz
The aim of this study is to develop an electronic portfolio attitude scale (EPAS) for prospective teachers. The scale, which was prepared during the scale development phase, was applied to 524 prospective teachers studying in the third and fourth grade. Exploratory factor analysis results (EFA) showed that 40 items in the scale were gathered under three factors. These are: "benefit for the student", "denial (negation)" and "effectiveness in terms of the instructional process". The three-factor structure obtained by confirmatory factor analysis was confirmed. When these factors are evaluated together, their contribution value to the total variance is 39.37%. Factor loadings were found to vary between .33 and .71. However, according to the results obtained in the item analysis, it was determined that all the items in the scale were distinctive. In addition, it is seen that the CR value is greater than .70, and the dimensions of the scale fulfill the composite reliability requirement. In addition, as a result of ANOVA, it was revealed that the attitudes of prospective teachers towards e-portfolio differ significantly according to their knowledge about e-portfolio and their competence in using technology. The McDonald’s ω coefficient (known as congeneric reliability) of the three factors in the scale were .97, .91 and .88, respectively, and the McDonald’s ω coefficient for all items of the scale was .96. As a result of the reliability and validity analysis, it was concluded that the electronic portfolio attitude scale is a reliable and valid measurement tool for prospective teachers.
Anahtar Kelimeler
E-portfolio, teacher candidates, alternative assessment, attitude scale
Etik Beyan
Name of the board that carries out ethical assessment: Van Yüzüncü Yıl University Social and Humanities Scientific Research and Publication Ethics Board
The date and number of the ethical assessment decision: 11.04.2023 -2023/09
Kaynakça
- Alan, S. (2014). İlköğretim 4. ve 5. sınıflarda e-portfolyo kullanımının değerlendirilmesi (Evaluation of e-portfolio usage in primary education 4th and 5th grades (Master Thesis). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Konya.
- Arap, B. (2008). Dil öğretmeni eğitiminde öğretmen adayları için elektronik portfolyo kullanımı (Electronic portfolio use for teacher candidates in language teacher education) (Master Thesis). Mersin Üniversitesi Sosyal Bilimler Enstitüsü, Mersin.
- Ayaz, M. (2021). The effect of e-portfolio application on teacher competences, motivations and reflective thinking of preservice primary school teachers. (Phd Thesis). Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
- Ayaz, M., Gülen, S., & Gök, B. STEM etkinliklerinin uygulanması sürecinde elektronik portfolyo kullanımının sekizinci sınıf öğrencilerinin fen bilimleri dersi akademik başarısına ve stem tutumuna etkisinin incelenmesi (Investigation of the effect of the use of electronic portfolio in the process of applying STEM activities on the academic achievement of eighth grade students and STEM attitude). Journal of Yüzüncü Yıl University Faculty of Education, 17(1), 1153-1179.
- Barbera, E. (2009). Mutual feedback in e-portfolio assessment: an approach to the netfolio system. British Journal of Educational Technology, 40(2), 342-357.
- Barrett, H., & Carney, J. (2005). Conflicting paradigms and competing purposes in electronic portfolio development. TaskStream web site, 295-314.
- Başol, G.M. (2019). Eğitimde ölçme ve değerlendirme. Pegem Akademi.
- Beetham, H. (2005). E-portfolios in Post-16 Learning in the UK: Developments, Issues and Opportunities, Retrieved October 10, 2021, from, http://www.jisc.ac.uk/media/documents/themes/elearning/eportfolioped.pdf.
- Bhattacharya, M. & Hartnett, M. (2007). E-portfolio assessment in higher education. 37th ASEE/IEEE Frontiers in Education Conference, Milwaukee, WI.
- Birgin, O. (2008). Alternatif bir yöntemi olarak portfolyo uygulamasına ilişkin öğrenci görüşleri [Student views on portfolio assessment as an alternative assessment method]. Gazi University Turkish Journal of Educational Sciences, 6 (1), 1-24.
