Skip to main content
SpringerLink
Log in

Classroom assessment beliefs of teachers: scale validity and reliability study

  • Original Article
  • Published:
Educational Research for Policy and Practice Aims and scope Submit manuscript

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Adams, T. L., & Hsu, J. W. Y. (1998). Classroom assessment: Teachers’ conceptions and practices in mathematics. School Science and Mathematics, 98, 174–180. https://doi.org/10.1111/j.1949-8594.1998.tb17413.x

    Article  Google Scholar 

  • Alkharusi, H. (2008). Effects of classroom assessment practices on students’ achievement goals. Educational Assessment, 13(4), 243–266. https://doi.org/10.1080/10627190802602509

    Article  Google Scholar 

  • Alkharusi, H. (2011). Development and datametric properties of a scale measuring students’ perceptions of the classroom assessment environment. International Journal of Instruction, 4(1), 105–120.

    Google Scholar 

  • Anderson, R. S. (1998). Talk about different ways to grade? The shift from traditional assessment to alternative assessment. New Directions for Teaching and Learning, 74, 5–16. https://doi.org/10.1002/tl.7401

    Article  Google Scholar 

  • Anderson, L. W. (2003). Classroom assessment Enhancing the quality of teacher decision making. Lawrence Erlbaum Associates.

    Book  Google Scholar 

  • Bal, A. P., & Doğanay, A. (2010). Students’ and teachers’ perceptions of alternative evaluation and measurement in teaching mathematics. Elementary Education Online, 9(3), 851–874.

    Google Scholar 

  • Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 284–300). Routledge.

    Google Scholar 

  • Barnes, N., Fives, H., & Dacey, C. M. (2017). U.S. teachers’ conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107–116. https://doi.org/10.1016/j.tate.2017.02.017

    Article  Google Scholar 

  • Bartlett, M. S. (1950). Test of significance in factor analysis. British Journal of Mathematical and Statistical Psychology, 3(2), 77–85. https://doi.org/10.1111/j.2044-8317.1950.tb00285.x

    Article  Google Scholar 

  • Behling, O., & Law, K. S. (2000). Translating questionnaires and other research instruments. Sage.

    Book  Google Scholar 

  • Berlak, H. (1992). The need for a new science of assessment. In H. Berlak (Ed.), Toward a new science of educational testing and assessment (pp. 1–20). State University of New York Press.

    Google Scholar 

  • Brighton, C. M. (2003). The effects of middle school teachers’ beliefs on classroom practices. Journal for the Education of the Gifted, 27(2/3), 177–206.

    Article  Google Scholar 

  • Brookhart, S. M. (1994). Teachers’ grading: Practice and theory. Applied Measurement in Education, 7(4), 279–301. https://doi.org/10.1207/s15324818ame0704_2

    Article  Google Scholar 

  • Brookhart, S. M. (2011). Grading and learning: Practices that support student achievement. Solution Tree.

    Google Scholar 

  • Brown, G. T. L. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy & Practice, 11, 301–318. https://doi.org/10.1080/0969594042000304609

    Article  Google Scholar 

  • Brown, G. T. L. (2006a). Teachers’ conceptions of assessment: Validation of an abridged version. Psychological Reports, 99(1), 166–170. https://doi.org/10.2466/pr0.99.1.166-170

    Article  Google Scholar 

  • Brown, G. T. L. (2006b). Teachers’ conceptions of assessment: Validation of an abridged instrument. Psychological Reports, 99, 166–170. https://doi.org/10.2466/pr0.99.1.166-170

    Article  Google Scholar 

  • Brown, G. T. L., & Remesal, A. (2012). Prospective teachers’ conceptions of assessment: A cross-cultural comparison. Spanish Journal of Psychology, 15, 75–89.

    Article  Google Scholar 

  • Brown, G. T. L., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009a). Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in Education: Principles, Policy & Practice, 16(3), 347–363. https://doi.org/10.1080/09695940903319737

    Article  Google Scholar 

  • Brown, G. T., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009b). Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in Education: Principles, Policy & Practice, 16, 317–363. https://doi.org/10.1080/09695940903319737

    Article  Google Scholar 

  • Brown, G. T., Lake, R., & Matters, G. (2009c). Assessment policy and practice effects on New Zealand and Queensland teachers’ conceptions of teaching. Journal of Education for Teaching, 35, 61–75. https://doi.org/10.1080/02607470802587152

    Article  Google Scholar 

  • Brown, G. T. L., Hui, S. K. F., Yu, F. W. M., & Kennedy, K. J. (2011a). Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50, 307–320. https://doi.org/10.1016/j.ijer.2011.10.003

    Article  Google Scholar 

  • Brown, G. T., Lake, R., & Matters, G. (2011b). Queensland teachers’ conceptions of assessment: The impact of policy priorities and on teacher attitudes. Teaching and Teacher Education, 27, 210–220. https://doi.org/10.1016/j.tate.2010.08.003

    Article  Google Scholar 

  • Campbell, C., Mertler, C. A. (2005). Validation of the assessment literacy inventory (ALI) with preservice teachers. Paper presented at the annual meeting of the Mid-Western educational research association, Columbus, OH.

  • Caner, H. A., & Bayhan, S. (2020). High-stakes examination policies and transformation of the Turkish education system. International Journal of Educational Development, 79, 102–263. https://doi.org/10.1016/j.ijedudev.2020.102263

    Article  Google Scholar 

  • Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1, 245–276. https://doi.org/10.1207/s15327906mbr0102_10

    Article  Google Scholar 

  • Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817–831. https://doi.org/10.1016/j.tate.2004.09.002

    Article  Google Scholar 

  • Chappuis, S., & Stiggins, R. J. (2002). Classroom assessment for learning. Educational Leadership, 60(1), 40–44.

    Google Scholar 

  • Cizek, G. J. (1993). Alternative assessment: Yes, but why? Educational Horizons, 72(1), 36–40.

    Google Scholar 

  • Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2013). Applied multiple regression/correlation analysis for the behavioral sciences. Routledge.

    Book  Google Scholar 

  • Cronbach, L. J. (1990). Essentials of psychological testing (5th ed.). Harper Collins.

    Google Scholar 

  • Cunningham, G. K. (1998). Assessment in the classroom: Constructing and interpreting tests. Falmer Press.

    Google Scholar 

  • Davies, A. (2000). Making classroom assessment work. Connections Publishing.

    Google Scholar 

  • Davis, D. S., & Neitzel, C. (2011). A self-regulated learning perspective on middle grades classroom assessment. Journal of Educational Research, 104, 202–215. https://doi.org/10.1080/00220671003690148

    Article  Google Scholar 

  • Delandshere, G., & Jones, J. H. (1999). Elementary teachers’ beliefs about assessment in mathematics: A case of assessment paralysis. Journal of Curriculum and Supervision, 14(3), 216–240.

    Google Scholar 

  • DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., & Luhanga, U. (2018). Teachers’ approaches to classroom assessment: A large-scale survey. Assessment in Education: Principles, Policy & Practice, 25(4), 355–375. https://doi.org/10.1080/0969594X.2016.1244514

    Article  Google Scholar 

  • DeVellis, R. F. (2012). Scale development: Theory and applications (3rd ed.). Sage.

    Google Scholar 

  • Ferguson, F., & Takane, Y. (1989). Statistical analysis in psychology and education. McGraw-Hill.

    Google Scholar 

  • Field, A. (2009). Discovering statistics using SPSS. Sage.

    Google Scholar 

  • Gerbing, D. W., & Hamilton, J. G. (1996). Viability of exploratory factor analysis as a precursor to confirmatory factor analysis. Structural Equation Modeling: A Multidisciplinary Journal, 3(1), 62–72. https://doi.org/10.1080/10705519609540030

    Article  Google Scholar 

  • Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australia schools. Department of Education Training and Youth Affairs.

    Google Scholar 

  • Gronlund, N. E. (2006). Assessment of student achievement (8th ed.). Pearson.

    Google Scholar 

  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Prentice Hall.

    Google Scholar 

  • Hambleton, R. K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1, 1–13.

    Google Scholar 

  • Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (2005). Adapting educational and psychological tests for cross-cultural assessment. Lawrence Erlbaum.

    Google Scholar 

  • Harris, L. R., & Brown, G. T. L. (2009). The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students. Assessment in Education: Principles, Policy & Practice, 16, 365–381.

    Google Scholar 

  • Harris, L., Irving, S., & Petterson, E., (2008, December). Secondary teachers’ conceptions of the purpose of assessment and feedback. Paper presented at the annual conference of the Australian Association for Research in Education, Brisbane, Australia.

  • Heron, J. (1988). Assessment revisited. Developing Student Autonomy in Learning, 2, 77–90.

    Google Scholar 

  • Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140. https://doi.org/10.3102/00346543067001088

    Article  Google Scholar 

  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.

    Google Scholar 

  • Hoyle, R. H. (1995). structural equation modeling approach: Basic concepts and fundamental issues. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and application (pp. 1–15). Sage.

    Google Scholar 

  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Strıuctural Equation Modeling, 6, 1–55.

    Article  Google Scholar 

  • Huck, S. W. (2008). Reading statistics and research (3rd ed.). Addison-Wesley.

    Google Scholar 

  • Hwang, M., & Lee, H.-K. (2019). Development and validation of a self-regulated language learning inventory. Asia-Pacific Education Researcher, 28(6), 543–562. https://doi.org/10.1007/s40299-019-00454-4

    Article  Google Scholar 

  • Johnson, B., & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd ed.). Pearson.

    Google Scholar 

  • Johnston, P. H. (1992). Assessment: Nontechnical assessment. The Reading Teacher, 46(1), 60–62.

    Google Scholar 

  • Kagan, D. M. (1992). Implication of research on teacher belief. Educational Psychologist, 27(1), 65–90.

    Article  Google Scholar 

  • Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 141–151.

    Article  Google Scholar 

  • Kline, P. (1994). An easy guide to factor analysis. Routledge.

    Google Scholar 

  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). The Guilford Press.

    Google Scholar 

  • Kochhar, S. K. (2009). Guidance and counselling in colleges and universities. Sterling Publishers.

    Google Scholar 

  • Koloi-Keaikitse, S. (2012). Classroom assessment practices: A survey of Botswana primary and secondary school teachers. Unpublished doctoral dissertation, Ball State University, Muncie, Indiana.

  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(4), 563–575.

    Article  Google Scholar 

  • Lee, S. A., Park, H. S., & Choi, J. (2011). The relationship between communication climate and elementary teachers’ beliefs about alternative assessment. Journal of Pacific Rim Psychology, 5(1), 11–18. https://doi.org/10.1375/prp.5.1.11

    Article  Google Scholar 

  • Leon, S., & Elias, M. (1998). A comparison of portfolio, performance, and traditional assessment in the middle school. Research in Middle Level Education Quarterly, 21(2), 21–37. https://doi.org/10.1080/10848959.1998.11670118

    Article  Google Scholar 

  • Lyon, E. G. (2011). Beliefs, practices, and reflection: Exploring a science teacher’s classroom assessment through the assessment triangle model. Journal of Science Teacher Education, 22(5), 417–435. https://doi.org/10.1007/s10972-011-9241-4

    Article  Google Scholar 

  • Marland, P. (1998). Teachers’ practical theories: Implications for preservice teacher education. Asia-Pacific Journal of Teacher Education & Development, 1(2), 15–23.

    Google Scholar 

  • McDonald, R. P., & Ho, M. R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7, 64–82.

    Article  Google Scholar 

  • McMillan, J. H. (2004). Classroom assessment: Principles and pratice for effective instruction (3rd ed.). Pearson.

    Google Scholar 

  • McMillan, J. H. (2008). Assessment essentials for standards-based education (2nd ed.). Corwin Press.

    Google Scholar 

  • McMillan, J. M., Myran, S., & Workman, D. (2002). Elementary teachers’ classroom assessment and grading practices. The Journal of Educational Research, 95, 203–213. https://doi.org/10.1080/00220670209596593

    Article  Google Scholar 

  • McMillan, J. H., & Nash, S. (2000). Teacher classroom assessment and grading practices decision making. Paper presented at the the annual meeting of the National Council on Measurement in Education, New Orleans, LA.

  • McTighe, J., & O’Connor, K. (2005). Assessment to promote learning. Educational Leadership, 63(3), 10–17.

    Google Scholar 

  • Mertler, C. A. (1999). Assessing student performance: A descriptive study of the classroom assessment practices of Ohio teachers. Education, 120(2), 285–296.

    Google Scholar 

  • Mertler, C. A. (2000). Teacher-centered fallacies of classroom assessment validity and reliability. Mid-Western Educational Researcher, 13(4), 29–35.

    Google Scholar 

  • Moore, K. D. (2015). Effective instructional strategies: From theory to practice (4th ed.). Sage.

    Google Scholar 

  • Murphy, K. R., & Davidshofer, C. O. (2004). Psychological testing (6th ed.). Prentice-Hall.

    Google Scholar 

  • Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328.

    Article  Google Scholar 

  • Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students (6th ed.). Pearson.

    Google Scholar 

  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.

    Article  Google Scholar 

  • Pishghadam, R., & Shayesteh, S. (2012). Conceptions of assessment among Iranian EFL teachers. Iranian EFL Journal, 8(3), 9–23.

    Google Scholar 

  • Popham, W. J. (2000). Modern educational measurement: Practical guidelines for educational leaders. Allyn & Bacon.

    Google Scholar 

  • Popham, W. J. (2008). Classroom assessment: What teachers need to know (5th ed.). Pearson.

    Google Scholar 

  • Quellmalz, E., & Hoskyn, J. (1997). Classroom assessment of reasoning strategies. In G. D. Phye (Ed.), Handbook of classroom assessment: Learning, achievement, and adjustment (pp. 103–130). Academic Press.

    Google Scholar 

  • Rahim, S. S. A., Venville, G., & Chapman, A. (2009). Classroom assessment: Juxtaposing teachers’ beliefs with classroom practices. Australian Association for Research in Education.

    Google Scholar 

  • Remesal, A. (2007). Educational reform and primary and secondary teachers’ conceptions of assessment: The Spanish instance, building upon Black and William (2005). The Curriculum Journal, 18, 27–38. https://doi.org/10.1080/09585170701292133

    Article  Google Scholar 

  • Rice, L. (2013). Common sense assessment in the classroom. Shell Education.

    Google Scholar 

  • Richardson, V. (2003). Preservice teachers’ beliefs. In J. Raths & A. C. McAninch (Eds.), Teacher beliefs and classroom performance: The impact of teacher education (pp. 1–22). Information Age Publishing.

    Google Scholar 

  • Rios, F. (1996). Teacher thinking in cultural contexts. State University of New York Press.

    Google Scholar 

  • Russell, M. K., & Airasian, P. W. (2012). Classroom assessment: Concepts and applications (7th ed.). McGraw-Hill.

    Google Scholar 

  • Şad, S. N., & Göktaş, Ö. (2013). Investigation of traditional and alternative measurement and evaluation approaches among teaching staff at higher education. Ege Journal of Education, 14(2), 82–108.

    Google Scholar 

  • Seferoğlu, G., Korkmazgil, S., & Ölçü, Z. (2009). Gaining insights into teachers’ ways of thinking via metaphors. Educational Studies, 35(3), 323–335. https://doi.org/10.1080/03055690802648135

    Article  Google Scholar 

  • Segers, M., & Dochy, F. (2001). New assessment forms in problem-based learning: The value-added of the students’ perspective. Studies in Higher Education, 26(3), 327–343.

    Article  Google Scholar 

  • Segers, M., & Tilemma, H. (2011). How do Dutch secondary teachers and students conceive the purpose of assessment? Studies in Educational Evaluation, 37, 49–54. https://doi.org/10.1016/j.stueduc.2011.03.008

    Article  Google Scholar 

  • Shepard, L. A. (2000a). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.

    Article  Google Scholar 

  • Shepard, L. A. (2000b). The role of classroom assessment in teaching and learning. The Regents of the University of California.

    Google Scholar 

  • Short, K. G., & Burke, C. L. (1991). Creating curriculum: Teachers and students as a community of learners. Heinemann.

    Google Scholar 

  • Stears, M., & Gopal, N. (2010). Exploring alternative assessment strategies in science classrooms. South African Journal of Education, 30(4), 591–604. https://doi.org/10.15700/saje.v30n4a390

    Article  Google Scholar 

  • Stiggins, R. J. (2001). Student-involved classroom assessment. Merrill/Prentice Hall.

    Google Scholar 

  • Stiggins, R. J., & Conklin, N. F. (1992). In teachers’ hands: Investigating the practices of classroom assessment. State University of New York Press.

    Google Scholar 

  • Stiggins, R. J., Frisbie, R. J., & Griswold, P. A. (1989). Inside high school grading practices: Building a research agenda. Educational Measurement: Issues and Practice, 8(2), 5–14.

    Article  Google Scholar 

  • Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right–using it well. Assessment Training Institute.

    Google Scholar 

  • Suen, H. K., & Wu, Q. (2006). Psychometric paradox of very high-stakes assessment and solutions. KEDI Journal of Educational Policy, 3(1), 113–129.

    Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Pearson.

    Google Scholar 

  • Tezci, İ. H. (2019). Öğretmenlere Yönelik Ölçme ve Değerlendirme Tutum Ölçeği geliştirme çalışması [Developing assessment and evaluation attitude scale towards teachers. I. Uluslararası Bilim, Eğitim, Sanat ve Teknoloji (UBEST) Sempozyumu [I. International Science, Education, Art and Technology Symposium], In proceeding book (s. 408–417). İzmir, Türkiye.

  • Thomas, M. (2012). Teachers’ beliefs about classroom assessment and their selection of classroom assessment strategies. Journal of Research and Reflections in Education, 6(2), 103–112.

    Google Scholar 

  • Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. American Psychological Association.

    Book  Google Scholar 

  • Tierney, R. D. (2006). Changing practices: Influences on classroom assessment. Assessment in Education: Principles, Policy & Practice, 13(3), 239–264. https://doi.org/10.1080/09695940601035387

    Article  Google Scholar 

  • Van de Watering, G., Gijbels, D., Dochy, F., & Van der Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56(6), 645–658. https://doi.org/10.1007/s10734-008-9116-6

    Article  Google Scholar 

  • Weinfurt, K. P., & Moghaddam, F. M. (2001). Culture and social distance: A case study of methodological cautions. The Journal of Social Psychology, 141(1), 101–110. https://doi.org/10.1080/00224540109600526

    Article  Google Scholar 

  • Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 70, 703–713.

    Google Scholar 

  • Xu, Y., & Brown, G. T. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010

    Article  Google Scholar 

  • Zhang, Z., & Burry-Stock, J. A. (1994). Assessment practices inventory. The Univer-sity of Alabama.

    Google Scholar 

  • Zhang, Z., & Burry-Stock, J. A. (2003). Classroom assessment practices and teachers’ self-perceived assessment skills. Applied Measurement in Education, 16(4), 323–342.

    Article  Google Scholar 

Download references

Acknowledgements

The authors are grateful to the participants of this research. A part of this study was presented at the 7th International Congress on Curriculum and Instruction (2019) in Ankara, Turkey.

Author information

Authors and Affiliations

  1. Department of Educational Sciences, Faculty of Education, Karamanoğlu Mehmetbey University, Karaman, Turkey

    Cihad Şentürk

  2. Department of Educational Sciences, Faculty of Education, Niğde Ömer Halisdemir University, Niğde, Turkey

    Gökhan Baş

Authors
  1. Cihad Şentürk
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gökhan Baş
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Cihad Şentürk.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendices

Appendix A

Classroom assessment beliefs scale (CABS)

The aim of this scale is to collect information to determine your classroom assessment beliefs. In the scale, each statement is followed by five numbers, 1, 2, 3, 4, and 5, each one displaying different views. Each number means the following in the scale:

• 1 means that “I totally disagree,” • 2 means that “I disagree,” • 3 means that “I am undecided,”

• 4 means that “I agree,” • 5 means that “I totally agree.”

After reaching each statement, circle the numbers (1, 2, 3, 4, or 5) which suits you best. Note that there is no right or wrong response to any of the statements in the scale.

Original code

New code

Items

1

2

3

4

5

14

1

Classroom assessment must be conducted only by the teacher

     

17

2

Student achievement must be determined only by classroom assessment

     

19

3

Classroom assessment must classify students in terms of knowledge and skills

     

20

4

Classroom assessment must be conducted at the end of the term/year

     

21

5

Classroom assessment must decide about the student whether to fail or pass

     

22

6

Multiple-choice items must be used widely in classroom assessment

     

24

7

Classroom assessment must reveal what the student really knows

     

25

8

Classroom assessment primarily aims at assigning grades to the student

     

26

9

Open-ended questions are effective in assessment of the student

     

30

10

Classroom assessment must be finished in a short period of time

     

41

11

Classroom assessment aims at evaluating learning outcomes of the student

     

13

12

Classroom assessment must be related to daily life activities

     

15

13

Classroom assessment must be focused on learning process of the student

     

16

14

Classroom assessment must consider achievement progress of the student

     

18

15

Classroom assessment must contribute to the development of the student

     

23

16

Classroom assessment must improve problem-solving skills of the student

     

27

17

Classroom assessment must help teacher design teaching–learning process

     

29

18

Classroom assessment must have a motivating role for the student

     

31

19

Classroom assessment must be conducted for a long period of time

     

34

20

Classroom assessment must take into account various authentic evaluation techniques

     

40

21

The teacher, student, and the parents must be mutually responsible for classroom assessment

     

42

22

Classroom assessment must make the student see his/her strengths and weaknesses

     
  1. Items with numbers 1–11 belong to Traditional Classroom Assessment Belief; item numbers with 12–22 belong to Alternative Classroom Assessment Belief.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Şentürk, C., Baş, G. Classroom assessment beliefs of teachers: scale validity and reliability study. Educ Res Policy Prac 22, 301–323 (2023). https://doi.org/10.1007/s10671-023-09339-2

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10671-023-09339-2

Keywords

Search

Navigation