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ERIC Number: EJ1165343
Record Type: Journal
Publication Date: 2017-Dec
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1307-9298
EISSN: N/A
Adaptation of Teachers' Conceptions and Practices of Formative Assessment Scale into Turkish Culture and a Structural Equation Modeling
Karaman, Pinar; Sahin, Çavus
International Electronic Journal of Elementary Education, v10 n2 p185-194 Dec 2017
The purpose of this study was to adapt Teachers' Conceptions and Practices of Formative Assessment Scale (TCPFS) based on the Theory of Planned Behavior (TPB) into Turkish culture and apply the TPB to examine teachers' intentions and behaviors regarding formative assessment. After examining linguistic validity of the scale, Turkish scale was applied to 400 primary school teachers in Turkey. Confirmatory factor analysis (CFA) was administered for the construct validity. The results showed that the model had fairly good model fit (RMSEA = 0.07, CFI = 0.90, TLI = 0.87, IFI = 0.90). Reliability of the Turkish version of the scale was attained through Cronbach's alpha coefficient. Findings revealed that adapted scale has satisfactory psychometric features. Since the psychometric properties of the scale in the TPB were acceptable, predictive model was estimated. Structural equation modeling was used to examine the applicability of TPB in understanding teachers' conceptions and practices of formative assessment. The results supported that TPB model can help to predict and explain teachers' conceptions and behaviors regarding formative assessment.
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A