Yabancı/İkinci Dil Olarak Türkçe Öğreticilerine Yönelik Ölçme-Değerlendirme Okuryazarlığı Öz Yeterlik Ölçeğinin Geliştirilmesi
Development of Measurement and Evaluation Literacy Self-Efficacy Scale for Teachers Teaching Turkish to Foreigners

Summary/Abstract: In this study, the reliability and validity analyses of the ‘Measurement and Evaluation Literacy Self-Efficacy Scale for Teachers of Turkish to Foreigners’, which was developed to determine the measurement and evaluation literacy self-efficacy of teachers who teach Turkish as a foreign/second language, were conducted. In the first stage, the literature was analysed and an item pool containing 86 items was formed. In order to ensure the content validity of the scale, the necessary arrangements were made by taking the opinions of ten experts and then the items were re-submitted to thirteen experts for their opinions. In line with the feedback of the experts, the CVR value of the items was calculated using Lawshe (1975) technique and the items below the critical value (,538) were removed from the scale. Similarly, there are studies using Lawshe technique as evidence for content validity (Akçay & Şahin, 2015; Sallabaş et al., 2018; İnan Yıldız & Karadağ, 2023; Sevim & Varışoğlu, 2023). In addition, the CVI of the items was found to be (,699). This ratio showed that the content validity was high. Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted to ensure the construct validity of the scale. There are studies (Ülper et al., 2013; Yaşar, 2014; Çetinkaya & Dikici 2023) in which both analyses were preferred together to support this method. Maximum likelihood method was used in Exploratory Factor Analysis and rotation was applied with Varimax method. Bartlett's test (p<0.05) and Kaiser Meier Olkin (KMO) coefficient (,893) were determined for the data set in which 217 instructors teaching Turkish as a foreign/second language participated. These values showed that the data structure was (perfectly) compatible for factor analysis. Henson and Roberts (2006) stated that the percentage of total variance should be 52% and above. Since the total variance explanatory percentage of the scale was found to be 61.32% and the standard factor loadings were higher than 0.50, the Exploratory Factor Analysis was found to be sufficient. The standard factor loadings obtained from the CFA calculated after EFA were found to be statistically significant (p<0.05). Since the model's fit index values IFI (.913), CFI (.922), SRMR (,0435), RMSEA (,0714) were within acceptable fit limits, it was concluded that the model was valid (Meydan, 2015). In addition, all sub-dimensions were found to be sub-dimensions of a single concept. As evidence of the reliability and internal consistency of the scale, Cronbach's alpha coefficient (,912) was found in the Exploratory Factor Analysis. When the sub-dimensions of the scale were analysed, Cronbach's alpha coefficient was found (,903) for Dimension 1, (,945) for Dimension 2, (,930) for Dimension 3 and (,884) for Dimension 4. These values showed that all dimensions were ‘highly reliable’ (Karagöz & Bardakçı, 2020). The ‘Assessment and Evaluation Literacy Self-Efficacy Scale for Teachers of Turkish as a Foreign/Second Language’, whose reliability and validity were proved as a result of the analyses, has thirty-six items and a four-dimensional structure. Dimension 1: ‘Language Skills’, Dimension 2: ‘Basic Concepts’, Dimension 3: ‘Technology-Based Measurement and Evaluation’ and Dimension 4: ‘Ethics’. In line with these data, it was concluded that the ‘Assessment and Evaluation Literacy Self-Efficacy Scale for Teachers of Turkish to Foreigners’ developed within the scope of the research is a valid and reliable tool that can determine the assessment and evaluation literacy self-efficacy of the teachers.

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