THE SCALE FOR TENDENCIES OF USING ALTERNATIVE ASSESSMENT APPROACHES: RELIABILITY AND VALIDITY STUDIES

THE SCALE FOR TENDENCIES OF USING ALTERNATIVE ASSESSMENT APPROACHES: RELIABILITY AND VALIDITY STUDIES Sevilay Kilmen İlke Kösteelioğlu Meltem Kösteelioğlu Abstact In this eseach, the pupose was to develop The Scale fo Tendencies of Using Altenative Assessment Appoaches and detemine validity and eliability of the scale in a goup of teaches. At the development stage of the scale, a scale has been pepaed by eviewing the elated liteatue and inteviewing with teaches. The constuct validity of scale was tested by Pincipal Component Analysis. The esults showed that the scale had thee factos. total coelations wee also conducted, togethe with independent samples test in ode to detemine the meaningful diffeence between the top and the bottom %27 goups. The eliabilities of the subscales wee analyzed using Conbach Alpha. The esults all showed that the scale is a valid and eliable instument and have good psychometic popeties. Key wods: altenative assessment, developing scale, validity, eliability. Intoduction Assessment is the insepaable pats of education pocess. In assessment pocess, teaches ae using taditional and altenative assessment appoaches. In Tukey, Pimay education pogam was changed in 2004 adapting the pogam to constuctivist appoach. Altenative assessment methods wee added to taditional assessment and evaluation methods. But, eseaches wee showed that teaches didn t have enough competence and knowledge to use these methods. Moeove, they wee using these methods aely (Ecan and Altun 2005; Güven; 2008; Kaplan, 2007; Kilmen and Demitaşlı, 2009; Kutlu, 2005; Şekel 2007; Şenel Çouhlu, E Nas and Çepni, 2008; Özsevgeç, 2007). Accoding to Şenel Çouhlu, E Nas and Çepni (2009), teaches stated to use altenative assessment with little theoetical and pactical knowledge about altenative assessment techniques and teaches had poblems because of lack of infomation and skills about techniques such as; composing and evaluating of potfolios. Howeve, teaches hadn t got enough competence about altenative assessment techniques and they stated to adapt taditional techniques to the new education pogam. In a eseach conducted by Adanalı and Doğanay (2010), eseach findings indicated that fifth gade teaches tended to use both altenative and taditional measuement and evaluation tools in the social studies. Howeve, they declaed that taditional measuement and evaluation methods have been used moe than altenative methods. Moeove, esults showed that shotage of time, inappopiate school envionment and oppotunities, equipment and mateial deficiencies, lack of family inteest wee among the poblems have been encounteed fo teaches and students. In some eseaches, teaches viewed themselves as moe adequate fo the taditional measuement method and they fequently expeienced poblems in the implementation assessment pocedues. Most teaches also epoted that they did not have enough time to pefom most of student assessment wok pescibed in the cuiculum. Othe poblem epoted by teaches is lack of knowledge about altenative assessment techniques and insufficient time (Çelikkaya, Kaakuş and Öztük Demibaş, 2010; Gelbal and Kelecioğlu, 2007; Katallıoğlu, 2005; Kokmaz, 2006 ) In Tukish measuement and evaluation liteatue, thee ae some scales about altenative assessment (Tekindal, 1997; Edoğdu, 2010; Çalışkan and Yazıcı 2013; Aktaş and Aktaş, 2012). But they ae attitudes scales about altenative assessment. Lacking of tendencies of using altenative assessment appoaches scale was noticed. So it was decided to develop scale about tendencies of using altenative assessment appoaches. In this eseach, the pupose was to develop The Scale fo Tendencies of Using Altenative Assessment Appoaches (TUAAA) and detemine validity and eliability of the scale in a goup of teaches. Thus, it was aimed at developing a scale fo identifying the teaches tendencies of using altenative assessment appoaches. The West East Institute 147

In this aticle, the development pocess of the scale is explained, possible explanations of the findings ae discussed and intepetation of the use the esults ae povided. Reseach Goup Paticipants of this study wee 322 teaches woking in Bolu. The data was collected in the 2012-2013 fall semeste. Demogaphic infomation of the sample was given in Table 1. Table 1. Demogaphic Infomation of Teaches. 1-5 6-10 11-15 16 yeas and Total moe Male 2 20 28 19 69 Classoom teaches Female 16 36 30 4 86 Total 18 56 58 23 155 Male 21 47 14 5 87 Banch teaches Female 46 30 3 1 80 Total 67 77 17 6 167 Male 23 67 42 24 156 Total Female 62 66 33 5 166 Total 85 133 75 29 322 When Table 1 examined, of the paticipants, 156 wee male while 166 wee female. 155 of them wee classoom teaches; 167 of them wee banch teaches. Most of them had 6-10 yeas senioity. Development Pocess of the Scale In this study, the pupose was to develop The Scale fo Tendencies of Using Altenative Assessment Appoaches and detemine validity and eliability of the scale in a goup of teaches. While detemining the validity and eliability of the test, facto analysis, item difficulty, item discimination, item total coelation wee taken into consideation. In this pat, the findings of the study wee descibed and intepeted in the famewok of the pupose of the study. In the development pocess of scale, elated liteatue is examined. In Tukish measuement and evaluation liteatue, thee wee some scales about attitudes towads to measuement and evaluation o altenative assessment (Tekindal, 1997; Edoğdu, 2010; Çalışkan and Yazıcı 201; Aktaş and Aktaş, 2012) but lacking of tendencies of using altenative assessment appoaches scale was noticed. So it was decided to develop scale abaut tendencies of using altenative assessment appoaches. The instument was constucted afte eviewing elevant eseach aticles in the field. Also, 21 teaches opinions and comments wee taken in ode to detemine the scale statements of the scale with a semi stuctued inteview fom. each inteview was ecoded and finished 40 minutes. Afte inteview was analyzed, item pool was geneated 38 items on a five point Liket type items such as stongly agee, agee, undecided, disagee and stongly disagee. Fo the content validity, the daft scale was given to thee expets in measuement and evaluation fo taking thei opinions about whethe the selected items wee valid items fo assessing teaches tendencies of using altenative assessment appoaches. Afte the expet eviewing pocess, 6 items wee deleted because; the expets founded them unclea o not suitable. Final fom of the scale with 32 items was administeed to 322 teaches to detemine item quality, constuct validity and eliability. Findings The data gained fom the scale wee analyzed with SPSS 20.0 pogam. Fo item analysis, p value and t tests between items means of uppe and lowe 27% points of the scale wee calculated in ode to detemine item validity. p value and t values wee given in Table 2. Table 2. t and p values of uppe and lowe goups. The West East Institute 148

t p t p t p I1,932,353 I12 3,749,000 I23-10,560,000 I2-9,673,000 I13-11,314,000 I24-13,015,000 I3 3,392,001 I14 4,642,000 I25-5,607,000 I4-11,954,000 I15-10,799,000 I26 3,797,000 I5 1,985,055 I16-9,344,000 I27 3,581,000 I6-12,194,000 I17 3,676,000 I28-13,251,000 I7-13,907,000 I18-12,511,000 I29 2,311,022 I8 3,092,002 I19-16,705,000 I30-13,679,000 I9-12,926,000 I20-13,584,000 I31-15,331,000 I10 1,906,058 I21-11,126,000 I32-15,006,000 I11-11,165,000 I22 7,144,000 When the figue was evised, the t test esults showed significant diffeences between each item s means of uppe 27% and lowe 27% points except fom items 1, 5 and 10. These items wee emoved fom the scale. Fo item disciminations, item total coelations wee calculated. total coelations wee given in Table 3. Table 3. total coelations. I2,457 I14,570 I24,694 I3,357 I15,716 I25,179 I4,559 I16,467 I26,567 I6,607 I17,550 I27,584 I7,711 I18,625 I28,747 I8,443 I19,738 I29,424 I9,630 I20,739 I30,711 I11,646 I21,617 I31,693 I12,522 I22,639 I32,595 I13,576 I23,653 As seen fom the Table 3, item total coelations anged fom,357 to,747 except item 25. Accoding to Büyüköztük (2011), when item total coelations ae 0,30 and highe, it means that item can disciminate individuals. Geneally items had vey high item disciminations. It means that, items disciminates high and low tendencies towad of using altenative assessment appoaches. 25 had vey low item discimination. So, this item emoved fom the scale. Exploatoy facto analyses wee conducted to examine the constuct validity. To aid in the intepetation of the components, because of the elationship between the factos, pomax otation was pefomed. Kaise-Meye-Olkin value was 0,931, exceeding the ecommended value of 0,600 and Balett s Test of Spheicity eached statistical significance (χ 2 = 2963,689; p=0,00), suppoting the factoability of the coelation matix. So the data wee adequate exploatoy facto analyses (Field, 2009). Pincipal component analysis evealed a stuctue with items clusteed into thee factos. The thee facto solution explained 55,825 pe cent of the vaiance, with facto 1 contibuting 40,843 pe cent, facto 2 contibuting 9,206 pe cent, facto 3 contibuting 5,775 pe cent. The West East Institute 149

Table 4. Facto Stuctues and Loadings of TUAAA Facto 1 Facto2 Facto3 Focto loading Facto loading Facto loading I26,802 I16,828 I6,868 I27,774 I19,722 I4,776 I29,749 I18,710 I7,624 I17,734 I21,705 I9,566 I8,620 I20,680 I2,552 I14,600 I32,564 I12,579 I28,469 I22,523 C α,856 C α,872 C α 803 Fom table 4, afte expletoy facto analyses pocess, many items wee it was seen distibution of 20 items to thee factos. Facto loading of the items anged fom 0,469 to 0,868. Facto 1 includes eight items: 26, 27, 29, 17, 8, 14, 12, and 22. These items measue teaches opinions towads equiement of the use of altenative assessment appoaches. This facto was named as equiement. Facto 2 includes seven items: 16, 19, 18, 21, 20, and 32. These items measue teaches opinions about the impotance of the use of altenative assessment appoaches. This facto was named as impotance. Facto 3 includes five items: 6, 4, 7, 9, and 2. These items measue teaches opinions towads usefulness of the use of altenative assessment appoaches. Also, it was seen that fom Table 4, Conbach alpha value of facto 1 is 0.856, facto 2 is 0.872, and facto 3 is 0.803. Accoding to these esults, it can be said that The Scale fo Tendencies of Using Altenative Assessment Appoaches is a eliable scale. Result and Recommendations In this eseach, The Scale fo Tendencies of Using Altenative Assessment Appoaches was developed. The Scale fo Tendencies of Using Altenative Assessment Appoaches was administeed to 322 teaches. 156 wee male while 166 wee female. 155 of them wee classoom teaches; 167 of them wee banch teaches. The scale s item total coelations wee computed. Results showed that each items with total anged fom 357 to 747. Accoding to facto analysis esults, the scale consist thee factos. Facto loading of the items anged fom 0,469 to 0,868. Facto 1 includes eight items: 26, 27, 29, 17, 8, 14, 12, and 22. These items measue teaches opinions towads equiement of the use of altenative assessment appoaches. This facto was named as equiement. Facto 2 includes seven items: 16, 19, 18, 21, 20, and 32. These items measue teaches opinions about the impotance of the use of altenative assessment appoaches. This facto was named as impotance. Facto 3 includes five items: 6, 4, 7, 9, and 2. These items measue teaches opinions towads usefulness of the use of altenative assessment appoaches. Conbach alpha values wee calculated as 0.856 fo facto 1, as 0.872 fo facto 2 and as 0.803 fo facto 3. The esults of item total coelations and Conbach alpha have shown that the scale was a highly eliable scale to measue tendencies of using altenative assessment appoaches. Thus the geneal evaluation of these findings suggested that the scale has acceptable eliability and validity. Futhe eseach is needed to extend the esults into new samples. Refeences Adanalı, K., Doğanay, A. (2010). The Evaluation of Altenative Assessment Pactices in Fifth Gade Social Studies Instuction. Çukuova Ünivesitesi Sosyal Bilimle Enstitüsü Degisi, 19 (1), 271-292. Büyüköztük, Ş. (2011). Sosyal Bilimle İçin Vei Analizi El Kitabı, Pegem Akademi Yayınlaı, Ankaa. Çalışkan, H., & Yazıcı, K. (2013). Developing an attitude scale assessment and evaluation and analyzing of social studies teaches attitude levels in tems of seveal vaiables. Intenational Jounal of Human Sciences, 10 (1), 398-415. Çelikkaya, T., Kaakuş, U. Öztük Demibaş, Ç. (2010). Utilization Levels of Teaches of Social Studies in Assessment Evaluation Tools and the Poblems They Met. Ahi Evan Ünivesitesi Eğitim Fakültesi Degisi, 11 (1), 57 76. Edoğdu, M. Y. (2010). Öğetmenlein ölçme ve değelendimeye yönelik tutumlaının bazı değişkenle açısından incelenmesi. Intenational Confeence on New Tends in Education and Thei Implications. Antalya: 11-13 Novembe. The West East Institute 150

Field, A. (2009) Discoveing Statistics using SPSS. (3d ed.). London: Sage. Gelbal, S. ve Kelecioğlu, H. (2007). Öğetmenlein ölçme ve değelendime yöntemlei hakkındaki yetelik algılaı ve kaşılaştıklaı sounla. Hacettepe Ünivesitesi Eğitim Fakültesi Degisi, 33, 135-145. Gül, E. ve Doğan, Ç. (2011). Online Değelendime Güvenili midi?, 5th Intenational Compute & InstuctionalTechnologies Symposium, 22-24 Septembe 2011, Fıat Univesity, Elazığ, Tukey. Güven, S. (2008), Sınıf öğetmenleinin yeni ilköğetim des pogamlaının uygulanmasına ilişkin göüşlei, Milli Eğitim Degisi, 177, 224 236. Ecan, F. ve Altun, S. A., (2005). İlköğetim Fen ve Teknoloji Desi 4. ve 5. Sınıfla Öğetim Pogamına İlişkin Öğetmen Göüşlei, Eğitimde Yansımala: VII Yeni İlköğetim Pogamlaını Değelendime Sempozyumu, Eciyes Eğitim Fakültesi, Eciyes. Kaplan, S. (2007). Sınıf Öğetmenleinin Ölçme Ve Değelendime İlkeleinin Önem Ve Uygulama Düzeyleine İlişkin Göüşlei. Ankaa Ünivesitesi Eğitim Bilimlei Enstitüsü. Yayımlanmamış yüksek lisans tezi. Katallıoğlu, F. (2005). Yeni ilköğetim pogamlaının uygulandığı pilot okulladaki öğetmenlein yeni pogam ve pilot çalışmala hakkındaki göüşlei. Yüksek Lisans Tezi, Abant İzzet baysal Ünivesitesi Sosyal Bilimle Enstitüsü, Bolu. Kilmen, S. ve Çıkıkçı-Demitaşlı, N. (2009). The Peceptions of pimay school teaches about thei application levels of measuement and evaluation pinciples. Ankaa Ünivesitesi Eğitim Bilimlei Fakültesi Degisi. 42 (2), 027-054. Kokmaz, İ. (2006). Yeni ilköğetim pogamının öğetmenle taafından değelendiilmesi. Ulusal Sınıf Öğetmenliği Kongesi, Cilt II (s.249-260). Ankaa: Kök Yayıncılık. Kutlu, Ö., (2005). Yeni İlköğetim Pogamlaının Öğenci Başaısındaki Gelişimi Değelendime, Eğitimde Yansımala: VIII Yeni İlköğetim Pogamlaını Değelendime Sempozyumu, Eciyes Ünivesitesi, Eğitim Fakültesi, Kaysei. Özsevgeç, T. (2007). İlköğetim 5. Sınıf Kuvvet ve Haeket Ünitesine Yönelik 5E Modeline göe Geliştiilen Rehbe Mateyallein Etkililiğinin Belilenmesi, Doktoa Tezi, Kaadeniz Teknik Ünivesitesi Fen Bilimlei Enstitüsü,Tabzon. Şenel Çouhlu, T., E Nas, S. & Çepni, S., (2008). Fen ve Teknoloji öğetmenlei için altenatif ölçme ve değelendime teknikleine yönelik bi HİE pogamından yansımala: Tabzon öneği, Necatibey Eğitim Fakültesi Degisi, 2 (2), 1-22. Tekindal, S. (1997). Ölçme ve Değelendimeye İlişkin Tutum Aacı Geliştime. Samsun: Cem Ofset. The West East Institute 151