Mustafa İLHAN, İsmail KİNAY, Bayram ÇETİN

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

Bu araştırmanın amacı, Magee ve Jones (2012) tarafından geliştirilen Standart Testlere Yönelik İnanç Ölçeğini (STYİÖ) Türkçeye uyarlamak ve ölçeğin psikometrik özelliklerini incelemektir. Araştırma 2013-2014 öğretim yılı güz döneminde 361 öğretmen ve 192 öğretmen adayı olmak üzere toplam 553 katılımcıdan oluşan üç ayrı çalışma grubu üzerinde yürütülmüştür. STYİÖ'nün Türkçeye 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

THE TURKISH ADAPTATION OF BELIEFS ABOUT STANDARDIZED TESTS SCALE (BASTS): THE VALIDITY AND RELIABILITY STUDY

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

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