Development of Teachers’ Attitude Scale In Relation to Measurement and Assessment
Öz
The aim of this
study was to develop “Attitude toward Measurement and Assessment Scale” for
primary and secondary school teachers. The scale consists of 36 items were
conducted to randomly selected 166 subject teachers employed in the primary and
secondary schools of Aksaray province. After obtaining pilot study data,
exploratory factor analysis were performed and construct validity was tested
accordingly. Sampling adequacy of the data for factor
analysis was tested with the
Kaiser-Meyer-Olkin (KMO) coefficient and Bartlett test of sphericity and it indicated that data group
is coherent with factor analysis. By
considering the pilot study result, 15 items were removed from the scale and
study was applied with the remaining 21 items. A total of 301 primary and
secondary subject teachers drawn via stratified sampling method and who were
not involved in the pilot study were surveyed. Results of exploratory factor
analysis showed that the 21 items loaded on four factors. The total variance
explained was 67 % and the factor loadings ranged between .52 to .82 and
corrected item-total correlations ranged from .44 to .73. The internal
consistency reliability coefficient (Cronbach’s Alpha) was found as .94. On the
other hand the confirmatory model for the scale indicated close model fit
(RMSEA=.06, NFI=.98, CFI=.99, GFI=.82, AGFI= .77). These results revealed that
the scale provide reliable and valid evidences and suggest it may be useful in research
applications related with attitude.
Anahtar Kelimeler
Kaynakça
- Akçadağ, T. (2010). Öğretmenlerin ilköğretim programındaki yöntem, teknik, ölçme ve değerlendirme konularına ilişkin eğitim ihtiyacı. Bilig, 53, 29-50.
- Balcı, A. (2011). Sosyal bilimlerde araştırma yöntem, teknik ve ilkeler. Ankara: PegemA
- Bıçak, B. ve Çakan, M. (20-22 Aralık 2004). Lise öğretmenlerinin sınıf içi ölçme ve değerlendirme uygulamalarına dönük görüşleri. Milli Eğitim Bakanlığı, Orta Öğretimde Yeniden Yapılanma Sempozyumunda sunulmuş bildiri, Ankara.
- Büyüköztürk, Ş. (2008). Sosyal Bilimler İçin Veri Analizi El Kitabı. İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum. Ankara: Pegem A.
- Campbell, C. S. (1998). Preservice teachers’ classroom assessment practices: An ınvestigatıon into the factors that contribute to the discrepancy between measurement ınstruction and practical ımplementation (Unpublished doctoral dissertation), Southern Dlinois University at Carbondale.
- Çakan, M. (2004). Öğretmenlerin ölçme-değerlendirme uygulamaları ve yeterlik düzeyleri: İlk ve ortaöğretim. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(2), 99-114.
- Çelikkaya, T., Karakuş, U. ve Demirbaş, Ç. Ö. (2010). Sosyal bilgiler öğretmenlerinin ölçme-değerlendirme araçlarını kullanma düzeyleri ve karşılaştıkları sorunlar. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11, 57-76.
- Erkan, S. ve Gömleksiz, M. (2008). Eğitimde ölçme ve değerlendirme. Ankara: Nobel
- Gelbal, S. ve Kelecioğlu, H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 135-145.
- Green, K. E., & Stager, S. F. (1986). Measuring attitudes of teachers toward testing. Measurement and Evaluation in Counseling and Development 19. 141-150.