The aim of this study was to develop “Classroom Assessment Beliefs Scale” (CABS) to determine teachers’ assessment beliefs for the classroom. The sample of the study consisted of teachers (n = 440) working in primary schools, middle schools, and high schools in the Central Anatolia Region of Turkey. At the end of the analysis, a 22-item scale with two factors was obtained. The scale consisted of “traditional assessment belief” (TAB) and “alternative assessment belief” (AAB) factors. The explained total variance of the two-factor structure of the scale was 27.854%. The fit indices of the scale were examined, and the model was confirmed to having a good fit (χ²/df = 1.85; RMSEA = 0.06; CFI = 0.91; TLI = 0.91; IFI = 0.91). Cronbach’s alpha reliability value of the scale was 0.92 for TAB and 0.91 for AAB of the CABS. The developed scale is a psychometrically appropriate instrument to reveal classroom assessment beliefs adopted by teachers.

本研究的目的是开发“课堂评估信念量表”（CABS）以确定教师对课堂的评估信念。研究样本包括 在土耳其安纳托利亚中部地区的小学、初中和高中工作的教师 ( n = 440)。在分析结束时，获得了一个包含两个因素的 22 项量表。该量表由“传统评估信念”（TAB）和“替代评估信念”（AAB）因素组成。量表双因素结构的解释总方差为27.854%。检查量表的拟合指数，确认模型拟合良好（χ ² /d f = 1.85; 均方根误差 = 0.06；CFI = 0.91; TLI = 0.91; IFI = 0.91）。TAB 量表的 Cronbach α 可靠性值为 0.92，CABS 的 AAB 为 0.91。开发的量表是一种心理测量适当的工具，可以揭示教师采用的课堂评估信念。