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Abstract


Development of Teachers’ Attitude Scale In Relation to Measurement and Assessment
The aim of this study was to develop “Attitude toward Measurement and Assessment Scale” for primary and secondary school teachers. The scale consists of 36 items were conducted to randomly selected 166 subject teachers employed in the primary and secondary schools of Aksaray province. After obtaining pilot study data, exploratory factor analysis were performed and construct validity was tested accordingly. Sampling adequacy of the data for factor analysis was tested with the Kaiser-Meyer-Olkin (KMO) coefficient and Bartlett test of sphericity and it indicated that data group is coherent with factor analysis. By considering the pilot study result, 15 items were removed from the scale and study was applied with the remaining 21 items. A total of 301 primary and secondary subject teachers drawn via stratified sampling method and who were not involved in the pilot study were surveyed. Results of exploratory factor analysis showed that the 21 items loaded on four factors. The total variance explained was 67 % and the factor loadings ranged between .52 to .82 and corrected item-total correlations ranged from .44 to .73. The internal consistency reliability coefficient (Cronbach’s Alpha) was found as .94. On the other hand the confirmatory model for the scale indicated close model fit (RMSEA=.06, NFI=.98, CFI=.99, GFI=.82, AGFI= .77). These results revealed that the scale provide reliable and valid evidences and suggest it may be useful in research applications related with attitude.

Keywords
measurement and assessment, attitude, scale development


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