Scale of Attitudes towards Online Formative Assessment: Teacher’ Attitudes during COVID-19 Pandemic

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dc.authorscopusid56641010500
dc.authorscopusid57711118400
dc.authorscopusid57710866300
dc.contributor.authorİlhan N.
dc.contributor.authorGüngör H.
dc.contributor.authorGülseven E.
dc.date.accessioned2024-08-04T20:03:42Z
dc.date.available2024-08-04T20:03:42Z
dc.date.issued2022
dc.departmentİnönü Üniversitesien_US
dc.description.abstractDue to the pandemic in many countries, schools were closed in 2020. Therefore, education was suspended, and distance education was started. During the Coronavirus disease (COVID-19) pandemic, teachers gave lessons online in virtual classrooms. In this study, Scale of Attitudes Towards Online Formative Assessment (S-AOFA) for teachers conducting online and distance courses was developed, and the teachers' attitudes were examined with respect to demographic variables. In the study conducted in the mixed-design method, qualitative and quantitative data were collected for the scale development and survey. Data were obtained from 369 teachers (science teacher, mathematics teacher, classroom teacher, and teachers in other fields) working in school in Turkey. S-AOFA was made up of 20 items and two factors as a five-point Likert-type. When the teachers' attitudes towards online formative assessment (AOFA) was examined, it was found that the mean for the factor of "Assessment Systems" was lower than that of the "Assessment Approaches". In addition, the findings revealed that there was no significant difference in the teachers' AOFA in terms of gender and that no significant difference existed in AOFA with respect to the school levels of the teachers (elementary, secondary and high school). Moreover, the results demonstrated that there was a low negative significant relationship between the teachers' AOFA and the number of students in which virtual lessons were given online. Lastly, there was a low level positive significant relationship between the teachers' AOFA and the in-class participation percentages of the students who were taught online in virtual classrooms. S-AOFA could be used by researchers in different studies in future. © 2022 The Author(s).en_US
dc.identifier.doi10.12973/ijem.8.2.241
dc.identifier.endpage257en_US
dc.identifier.issn2469-9632
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85130729752en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage241en_US
dc.identifier.urihttps://doi.org/10.12973/ijem.8.2.241
dc.identifier.urihttps://hdl.handle.net/11616/92028
dc.identifier.volume8en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEurasian Society of Educational Researchen_US
dc.relation.ispartofInternational Journal of Educational Methodologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCOVID-19 pandemicen_US
dc.subjectformative assessmenten_US
dc.subjectonline assessmenten_US
dc.subjectscale developmenten_US
dc.subjectteacher attitudeen_US
dc.titleScale of Attitudes towards Online Formative Assessment: Teacher’ Attitudes during COVID-19 Pandemicen_US
dc.typeArticleen_US

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