Adapting of formative assessment attitude and ıntention scale for preservice teachers and a structural equation modeling

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.