STANDART TESTLERE YÖNELİK İNANÇ ÖLÇEĞİ'NİN (STYİÖ) TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Mustafa İlhan; Bayram Çetin; İsmail Kinay

-

Yıl 2015, Cilt: 12 Sayı: 29, 161 - 189, 21.04.2015

Öz

The purpose of the present study is to adapt Beliefs About Standardized Tests Scale (BASTS), which is developed by Magee and Jones (2012) to Turkish, and to assess its psychometrics properties. Research was conducted on three different study groups, who consisted of 361 teachers and 192 prospective teachers during 2013-2014 education year first semester. In Turkish adaptation process of BASTS, its language equivalence was assessed and strong, positive and significant correlations were obtained between Turkish and English versions. Confirmatory Factor Analysis (CFA) showed three factors for Turkish version of BASTS scale similar to its original version. Reliability of BASTS was calculated with composite reliability which is a method based on factor loadings and errors variance obtained from CFA. As a result of reliability analysis, it was found that the composite reliability coefficients were .66 and .77 for teachers and prospective teachers respectively. The findings of the item analyses showed that all of the items in the scale were discriminatory for both teachers and prospective teachers. Based on these results, it can be concluded that Turkish version of BASTS is a valid and reliable instrument in assessing teachers’ and prospective teachers’ beliefs about standardized tests

Anahtar Kelimeler

Standardized tests, Beliefs about standardized tests scale, Validity, Reliability

Kaynakça

Abd-El-Fattah, S.M., & Yates, G.C.R. (2006, November) Implicit theory of intelligence scale: Testing for factorial invariance and mean structure. Paper presented at the Australian Association for Research in Education Conference, Adelaide, South Australia.
Airasian, P.W. (2005). Classroom assessment: Concepts and applications. NY: McGraw Hill.
Ajzen, I. (2005). Attitudes, personality and behavior. New York: Open University Press.
Aksu Ataç, B. (2012). Foreign language teachers' attitude toward authentic assessment in language teaching. The Journal of Language and Linguistic Studies, 8 (2), 7-19.
Aypay, A. (2011). Epistemolojik inançlar ölçeğinin türkiye uyarlaması ve öğretmen adaylarının epistemolojik inançlarının incelenmesi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 12(1), 1-15.
Başol Göçmen, G. (2004, Temmuz). Otantik Değerlendirme Nedir ve Nasıl Yapılır? XIII. Ulusal Eğitim Bilimleri Kurultayı'nda sunulmuş sözlü bildiri. Malatya: İnönü Üniversitesi.
Bay, E., İlhan, M., Aydın, Z., Kinay, İ., Özyurt, M., Kuzu, S. vd. (2013). Öğrenmeye yönelik inanç ölçeği: Geçerlik ve güvenirlik çalışması. Uluslararası İnsan Bilimleri Dergisi, 9(2), 1008-1030.
Beaton, D.E., Bombardier, C., Guillemin, F., & Ferraz, M.B. (2000). Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures. Spine, 25(24), 3186-3191.
Bentler, P.M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419-456.
Bentler, P.M., & Bonett, D.G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.
Brew, C., & Riley, P. (2011). Measuring student support for participative assessment and related strategies: Development and testing of the beliefs about participative assessment instrument (BAPAI). Australian Journal of Teacher Education, 36(4), 32-52.
Borko, H., & Putnam, R.T. (1996). Learning to teach. In D.C. Berliner & R.C. Calfee (Ed.), Handbook of Educational Psychology (pp. 673-708). New York: Macmillan Library Reference USA: Simon & Schuster Macmillan.
Boud, D. (1992). The use of self-assessment schedules in negotiated learning. Studies in Higher Education, 17(2), 185-200.
Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education, 31(4), 399- 413.
Briggs, S.R., & Cheek, J.M. (1986). The Role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54, 106-148.
Brislin, R.W., Lonner, W. J., & Thorndike, R.M. (1973). Cross- Cultural Research Methods, New York, John Wiley - SonsPub.
Brown, G.T.L., & Hirschfeld, G.H.F. (2008). Students' conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice, 15(1), 3-17.
Brown, M., & Cudeck, R. (1993). Alternative ways of assessing model Fit. In: K. Bollen & J. Long, (Eds), Testing Structural Equation Models (pp. 136-162). London: Sage Publications.
Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayınları.
Byrne, B. (2010). Structural equation modeling with AMOS: Basic concepts, applications and programming. New York, NY: Taylor and Francis Group.
Byrne, B., & Campbell, T.L. (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: A look beneath the surface. Journal of Cross-Cultural Psychology, 30(5), 555-574.
Chan, K.W. (2001, December). Validation of a measure of personal theories about teaching and learning. Paper presented in the AARE 2001 Conference Held at Fremantle.
Cronbach, L.J. (1970). Essentials of psychological testing. New York: Harper and Row.
Deryakulu, D. (2006). Epistemological Beliefs, (Epistemolojik İnançlar). In Y. Kuzgun and D. Deryakulu, (Eds.), Individual Differences in Education (Eğitimde Bireysel Farklılıklar, (261-289). Ankara: Nobel Yayın Dağıtım.
Deryakulu, D., & Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Araştırmaları Dergisi, 8, 1-15.
Deryakulu, D., & Büyüköztürk, Ş. (2005). Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması. Eğitim Araştırmaları Dergisi, 18, 57-70.
Deryakulu, D., & Hazır Bıkmaz, F. (2003). Bilimsel epistemolojik inançlar ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Bilimleri ve Uygulama, 2(4), 243-257.
Dikli, S. (2003). Assessment at a distance: Traditional vs. alternative assessments. The Turkish Online Journal of Educational Technology-TOJET, 2(3), 1303-6521.
Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme. Ankara: Pegem Akademi Yayınları.
Falchikov, N. (1995). Peer feedback marking developing peer assessment. Innovations in Education and Training International, 32, 175-187.
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Geisinger, K.F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychol Assess, 6(4), 304-312.
Graham, M., Milanowski, A., & Miller, J. (2012). Measuring and promoting inter-rater agreement of teacher and principal performance ratings. Washington, DC: Center for Educator Compensation Reform. 02 Ocak 2014 tarihinde http://cecr.ed.gov/pdfs/Inter_Rater.pdf adresinden alınmıştır.
Gronlund, N.E., & Linn, R.L. (1990). Measurement and evaluation in teaching. New York: Macmillan.
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Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
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STANDART TESTLERE YÖNELİK İNANÇ ÖLÇEĞİ'NİN (STYİÖ) TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Yıl 2015, Cilt: 12 Sayı: 29, 161 - 189, 21.04.2015

Mustafa İlhan Bayram Çetin İsmail Kinay

Öz

Bu araştırmanın amacı, Magee ve Jones (2012) tarafından geliştirilen Standart Testlere Yönelik İnanç Ölçeği’ni (STYİÖ) Türkçe’ye uyarlamak ve ölçeğin psikometrik özelliklerini incelemektir. Araştırma 2013-2014 Öğretim Yılı Güz Dönemi’nde 361 öğretmen ve 192 öğretmen adayı olmak üzere toplam 553 katılımcıdan oluşan üç ayrı çalışma grubu üzerinde yürütülmüştür. STYİÖ’nün Türkçe’ye uyarlanması sürecinde öncelikle ölçeğin dilsel eşdeğerliği incelenmiştir. Dilsel eşdeğerlik çalışmasında ölçeğin Türkçe ile İngilizce formundan elde edilen puanlar arasında pozitif yönde, güçlü ve anlamlı korelasyonlar saptanmıştır. Doğrulayıcı faktör analizi (DFA) sonucunda, STYİÖ’nün Türkçe formunun orijinal forma paralel üç faktörlü bir yapıya sahip olduğu ortaya çıkmıştır. STYİÖ’nün güvenirliği; DFA’dan elde edilen faktör yükleri ve hata varyansı değerlerine dayalı olarak hesaplanan bir güvenirlik katsayısı olan bileşik güvenirlik yöntemi ile hesaplanmıştır. Güvenirlik analizi sonucunda, öğretmenlerden toplanan veriler üzerinden hesaplanan güvenirlik katsayısı .66 ve öğretmen adaylarından toplanan veriler üzerinden elde edilen güvenirlik katsayısı .77 olarak bulunmuştur. Madde analizinden elde edilen bulgular, ölçekte yer alan maddelerin tamamının hem öğretmenler hem öğretmen adayları için ayırt edici sonuçlar verdiğini göstermiştir. Araştırmadan elde edilen bulgulara dayanarak, STYİÖ’nün Türkçe formunun öğretmenlerin ve öğretmen adaylarının standart testler hakkındaki inançlarını belirlemede kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

Anahtar Kelimeler

Standart testler, Standart testlere yönelik inanç ölçeği, Geçerlik, Güvenirlik

Kaynakça

Abd-El-Fattah, S.M., & Yates, G.C.R. (2006, November) Implicit theory of intelligence scale: Testing for factorial invariance and mean structure. Paper presented at the Australian Association for Research in Education Conference, Adelaide, South Australia.
Airasian, P.W. (2005). Classroom assessment: Concepts and applications. NY: McGraw Hill.
Ajzen, I. (2005). Attitudes, personality and behavior. New York: Open University Press.
Aksu Ataç, B. (2012). Foreign language teachers' attitude toward authentic assessment in language teaching. The Journal of Language and Linguistic Studies, 8 (2), 7-19.
Aypay, A. (2011). Epistemolojik inançlar ölçeğinin türkiye uyarlaması ve öğretmen adaylarının epistemolojik inançlarının incelenmesi. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 12(1), 1-15.
Başol Göçmen, G. (2004, Temmuz). Otantik Değerlendirme Nedir ve Nasıl Yapılır? XIII. Ulusal Eğitim Bilimleri Kurultayı'nda sunulmuş sözlü bildiri. Malatya: İnönü Üniversitesi.
Bay, E., İlhan, M., Aydın, Z., Kinay, İ., Özyurt, M., Kuzu, S. vd. (2013). Öğrenmeye yönelik inanç ölçeği: Geçerlik ve güvenirlik çalışması. Uluslararası İnsan Bilimleri Dergisi, 9(2), 1008-1030.
Beaton, D.E., Bombardier, C., Guillemin, F., & Ferraz, M.B. (2000). Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures. Spine, 25(24), 3186-3191.
Bentler, P.M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419-456.
Bentler, P.M., & Bonett, D.G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.
Brew, C., & Riley, P. (2011). Measuring student support for participative assessment and related strategies: Development and testing of the beliefs about participative assessment instrument (BAPAI). Australian Journal of Teacher Education, 36(4), 32-52.
Borko, H., & Putnam, R.T. (1996). Learning to teach. In D.C. Berliner & R.C. Calfee (Ed.), Handbook of Educational Psychology (pp. 673-708). New York: Macmillan Library Reference USA: Simon & Schuster Macmillan.
Boud, D. (1992). The use of self-assessment schedules in negotiated learning. Studies in Higher Education, 17(2), 185-200.
Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education, 31(4), 399- 413.
Briggs, S.R., & Cheek, J.M. (1986). The Role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54, 106-148.
Brislin, R.W., Lonner, W. J., & Thorndike, R.M. (1973). Cross- Cultural Research Methods, New York, John Wiley - SonsPub.
Brown, G.T.L., & Hirschfeld, G.H.F. (2008). Students' conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice, 15(1), 3-17.
Brown, M., & Cudeck, R. (1993). Alternative ways of assessing model Fit. In: K. Bollen & J. Long, (Eds), Testing Structural Equation Models (pp. 136-162). London: Sage Publications.
Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayınları.
Byrne, B. (2010). Structural equation modeling with AMOS: Basic concepts, applications and programming. New York, NY: Taylor and Francis Group.
Byrne, B., & Campbell, T.L. (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: A look beneath the surface. Journal of Cross-Cultural Psychology, 30(5), 555-574.
Chan, K.W. (2001, December). Validation of a measure of personal theories about teaching and learning. Paper presented in the AARE 2001 Conference Held at Fremantle.
Cronbach, L.J. (1970). Essentials of psychological testing. New York: Harper and Row.
Deryakulu, D. (2006). Epistemological Beliefs, (Epistemolojik İnançlar). In Y. Kuzgun and D. Deryakulu, (Eds.), Individual Differences in Education (Eğitimde Bireysel Farklılıklar, (261-289). Ankara: Nobel Yayın Dağıtım.
Deryakulu, D., & Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Araştırmaları Dergisi, 8, 1-15.
Deryakulu, D., & Büyüköztürk, Ş. (2005). Epistemolojik inanç ölçeğinin faktör yapısının yeniden incelenmesi: Cinsiyet ve öğrenim görülen program türüne göre epistemolojik inançların karşılaştırılması. Eğitim Araştırmaları Dergisi, 18, 57-70.
Deryakulu, D., & Hazır Bıkmaz, F. (2003). Bilimsel epistemolojik inançlar ölçeğinin geçerlik ve güvenirlik çalışması. Eğitim Bilimleri ve Uygulama, 2(4), 243-257.
Dikli, S. (2003). Assessment at a distance: Traditional vs. alternative assessments. The Turkish Online Journal of Educational Technology-TOJET, 2(3), 1303-6521.
Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme. Ankara: Pegem Akademi Yayınları.
Falchikov, N. (1995). Peer feedback marking developing peer assessment. Innovations in Education and Training International, 32, 175-187.
Field, A. (2009). Discovering statics using SPSS. London: SAGE Publications Ltd.
Geisinger, K.F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychol Assess, 6(4), 304-312.
Graham, M., Milanowski, A., & Miller, J. (2012). Measuring and promoting inter-rater agreement of teacher and principal performance ratings. Washington, DC: Center for Educator Compensation Reform. 02 Ocak 2014 tarihinde http://cecr.ed.gov/pdfs/Inter_Rater.pdf adresinden alınmıştır.
Gronlund, N.E., & Linn, R.L. (1990). Measurement and evaluation in teaching. New York: Macmillan.
Gullo, D.F. (2005). Understanding assessment and evaluation in early childhood education. New York: Teachers College Press.
Gültekin, S. (2012). Performansa Dayanıklı Değerlendirme. N. Çıkrıkçı Demirtaşlı, (Ed.), Eğitimde Ölçme ve Değerlendirme içinde (s. 251-280). Ankara: Elhan Yayınları.
Higgins, S., & Moseley, D. (2001). Teachers' thinking about information and communications technology and learning: Beliefs and outcomes. Teacher Development, 5, 191-210.
Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations. NY: Sage Publications, Inc.
Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structural analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
İlhan, M., & Çetin, B. (2013a). Matematik odaklı epistemolojik inanç ölçeği: Geçerlik ve Güvenirlik Çalışması. Kuramsal Eğitim Bilim Dergisi, 6(3), 359-388.
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Toplam 89 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Araştırma Makaleleri
Yazarlar	Mustafa İlhan Bayram Çetin İsmail Kinay
Yayımlanma Tarihi	21 Nisan 2015
Yayımlandığı Sayı	Yıl 2015 Cilt: 12 Sayı: 29

Kaynak Göster

APA	İlhan, M., Çetin, B., & Kinay, İ. (2015). STANDART TESTLERE YÖNELİK İNANÇ ÖLÇEĞİ’NİN (STYİÖ) TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(29), 161-189.
AMA	İlhan M, Çetin B, Kinay İ. STANDART TESTLERE YÖNELİK İNANÇ ÖLÇEĞİ’NİN (STYİÖ) TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. Nisan 2015;12(29):161-189.
Chicago	İlhan, Mustafa, Bayram Çetin, ve İsmail Kinay. “STANDART TESTLERE YÖNELİK İNANÇ ÖLÇEĞİ’NİN (STYİÖ) TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12, sy. 29 (Nisan 2015): 161-89.
EndNote	İlhan M, Çetin B, Kinay İ (01 Nisan 2015) STANDART TESTLERE YÖNELİK İNANÇ ÖLÇEĞİ’NİN (STYİÖ) TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12 29 161–189.
IEEE	M. İlhan, B. Çetin, ve İ. Kinay, “STANDART TESTLERE YÖNELİK İNANÇ ÖLÇEĞİ’NİN (STYİÖ) TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 12, sy. 29, ss. 161–189, 2015.
ISNAD	İlhan, Mustafa vd. “STANDART TESTLERE YÖNELİK İNANÇ ÖLÇEĞİ’NİN (STYİÖ) TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 12/29 (Nisan 2015), 161-189.
JAMA	İlhan M, Çetin B, Kinay İ. STANDART TESTLERE YÖNELİK İNANÇ ÖLÇEĞİ’NİN (STYİÖ) TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2015;12:161–189.
MLA	İlhan, Mustafa vd. “STANDART TESTLERE YÖNELİK İNANÇ ÖLÇEĞİ’NİN (STYİÖ) TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 12, sy. 29, 2015, ss. 161-89.
Vancouver	İlhan M, Çetin B, Kinay İ. STANDART TESTLERE YÖNELİK İNANÇ ÖLÇEĞİ’NİN (STYİÖ) TÜRKÇE UYARLAMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2015;12(29):161-89.

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