Adaptation of Teachers' Perceptions of Grading Practices Scale to Turkish and Examination of Measurement Invariance

Autor/inn/en	Ozer Ozkan, Yesim; Guvendir, Meltem Acar; Guvendir, Emre
Titel	Adaptation of Teachers' Perceptions of Grading Practices Scale to Turkish and Examination of Measurement Invariance
Quelle	In: International Journal of Assessment Tools in Education, 9 (2022), S.300-316 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ozer Ozkan, Yesim) ORCID (Guvendir, Meltem Acar) ORCID (Guvendir, Emre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Teacher Attitudes; Grading; Attitude Measures; Factor Analysis; Factor Structure; Test Reliability; Student Evaluation; Elementary School Teachers; Secondary School Teachers; College Faculty; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Notengebung; Schulnote; Faktorenanalyse; Faktorenstruktur; Testreliabilität; Studentische Bewertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Türkei
Abstract	The purpose of this research is to adapt the Teacher Perceptions of Grading Practices Scale into Turkish and to examine the measurement invariance. This scale, which examines teachers' perceptions of grading methods, has six components: importance, usefulness, student effort, student ability, teachers' grading patterns, and perceived self-efficacy of the grading process. Before adapting the scale, permission was first acquired from the researcher who developed it. To ensure linguistic comparability, bilingual translators were recruited in the second phase. The semantic, experiential, conceptual, and idiomatic equivalence between the two variants of the scale were evaluated. The original and adapted scales were administered to a group of English teachers twice at a predetermined interval, and the consistency between the two applications was analyzed due to the fact that the language employed in the original test was a widely spoken group. Confirmatory Factor Analysis (CFA) was used to examine the factor structure of the original scale. Cronbach's [alpha] and McDonald's [omega] coefficients were calculated for the reliability of the data obtained from the scale. Finally, the measurement invariance of the scale according to gender was examined by using Multiple Group Confirmatory Factor Analysis (MGCFA), and it was determined that the measurement model fulfilled the criteria of complete gender-group invariance. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01