Development and validation of a scale to assess the frequency of using classroom assessment tools and methods for mathematics teachers

• Birgin, Osman ^[1] ; Yılmaz, Murat ^[2]
  1. [1] Usak University

     Usak University

     Turquía

     
  2. [2] 100.Yıl Mehmetcik Middle School, Denizli
• Localización: IJERI: International journal of Educational Research and Innovation, ISSN-e 2386-4303, n. 20, 2023
• Idioma: inglés
• DOI: 10.46661/ijeri.8075
• Títulos paralelos:
  • Desarrollo y validación de una escala para evaluar la frecuencia de uso de herramientas y métodos de evaluación en el aula para profesores de matemáticas
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio tiene como objetivo el desarrollo de una escala para evaluar la frecuencia de uso de herramientas y métodos de evaluación en el aula por parte del profesoradode matemáticas. En el estudio participaron 320 profesores de matemáticas turcos. Los datos fueron analizados utilizando los paquetes de software estadístico SPSS17.0 y LISREL 8.8. Para evaluar la validez del constructo se usó el AFE y el AFC, las correlaciones ítem-total y las validaciones convergente y discriminante. El AFE y elanálisis de ítems se realizaron con 170 profesores de matemáticas. Tras el AFE, se identificó una escala de cuatro factores con 25 ítems, que explicaban el 52,38 % de lavarianza. El AFC fue llevado a cabo con 150 profesores de matemáticas. Los resultados del AFC de primer y segundo orden indicaron que el modelo de la escala presentabaadecuados índices de ajuste, y se confirmó la validez convergente y discriminante de la escala. Los coeficientes alfa de Cronbach y de fiabilidad compuesta (RC) fueron satisfactorios. Los resultados de este estudio mostraron que la escala es un instrumento fiable y válido para evaluar la frecuencia con que el profesorado de matemáticas utiliza los instrumentos y métodos de evaluación en el aula.

  • English

    The purpose of this study was to develop a scale to assess the frequency of using classroom assessment tools and methods for mathematics teachers. This study was conducted on 320 Turkish mathematics teachers. The data were analysed using the SPSS 17.0 and LISREL 8.8 statistical software packages. EFA and CFA, item-total correlations, and convergent and discriminant validities were used to assess the construct validity. EFA and item analysis were performed with 170 mathematics teachers. After EFA, a four-factor scale with 25 items was identified, explaining 52.38% of the variance. The CFA was carried out with 150 mathematics teachers. The first and second-order CFA results indicated that the scale model had good fit indices, and the convergent and discriminant validity of the scale was confirmed. The Cronbach's alpha and composite reliability (CR) coefficients were satisfactory. The results of this study showed that the scale is a reliable and valid instrument for assessing the frequency of mathematics teachers’ use of classroom assessment tools and methods.

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