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

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dc.contributor.authorKaraman, Pınar
dc.date.accessioned2018-03-02T12:14:45Z
dc.date.available2018-03-02T12:14:45Z
dc.date.issued2017
dc.departmentİnönü Üniversitesien_US
dc.descriptionİnönü University Journal of the Faculty of Education Vol 18, No 3, 2017.en_US
dc.description.abstractIn 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.en_US
dc.identifier.citationKaraman, P. (2017). Adapting of formative assessment attitude and ıntention scale for preservice teachers and a structural equation modeling. İnönü University Journal of the Faculty of Education Vol 18, No 3, 2017.en_US
dc.identifier.doi10.17679/inuefd.300688en_US
dc.identifier.endpage0en_US
dc.identifier.issue3en_US
dc.identifier.startpage0en_US
dc.identifier.urihttp://dergipark.gov.tr/download/article-file/367424
dc.identifier.urihttps://hdl.handle.net/11616/8198
dc.identifier.volume18en_US
dc.language.isoenen_US
dc.publisherİnönü Üniversitesi Eğitim Fakültesien_US
dc.relation.ispartofİnönü Üniversitesi Eğitim Fakültesien_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectFormative assessmenten_US
dc.subjectTeacher candidatesen_US
dc.subjectAttitudesen_US
dc.subjectİntentionen_US
dc.subjectStructural equation modelingen_US
dc.titleAdapting of formative assessment attitude and ıntention scale for preservice teachers and a structural equation modelingen_US
dc.typeArticleen_US

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