Abstract:
In the first part of this study, Teachers’ Attitudes, İntentions, and Practices of
Formative Assessment Questionnaire developed by Yan ve Cheng (2005) was adapted
into Turkish culture and psychometric properties within Turkish preservice teachers
sample were examined. The data of the study was collected from 301 preservice
teachers at one of the education faculties in Turkey during the 2015-2016 academic
year. The construct validity was established through Confirmatory Analysis. And also
internal consistency of the scale and subscale of the items were examined thourough
Cronbach’s Alpha Coefficient and McDonald’s Coefficient Omega. With Confirmatory
Factor Analysis, structure of six scales was confirmed. Cronbach’s Alpha Coefficient
values and McDonald’s Coefficient Omega values indicated good internal consistency
on the scale and the subscale levels. Therefore, the results showed that instrument
had good psychometric properties for explaining preservice teachers’ attitudes and
intentions regarding formative assessment. The formative assessment questionnaire
could be used for teacher candidates in Turkey. In the second part of the study,
measurement model was assessed in a structural equation modeling whether the
model fits the structural model under the framework of the Theory of Planned
Behaviour (TPB). The result indicated that structural model based on TPB could
predict and explain preservice teachers’ intentions regarding formative assessment.
