A Review of Articles Concerning Scale Adaptation in the Field of Education

Öztürk, Nagihan Boztunç; Eroğlu, Melek Gülşah; Kelecioğlu, Hülya

doi:10.15390/eb.2015.4091

Cited by 19 publications

(7 citation statements)

References 12 publications

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“…Boztunç-Öztürk, Eroğlu, and Kelecioğlu (2015) suggest that biases stemming from the scale structure may appear in the measurement tool if the original scale does not correspond to the culture into which it is adapted and errors should be eliminated by taking into account these factors in the scale adaptation process. However, they also state that researchers and subject area experts who developed the original scale should be contacted to decide over the items that need to be statistically excluded at the end of the scale adaptation process (Boztunç-Öztürk, Eroğlu, & Kelecioğlu, 2015). In this direction, in the current study, the necessary procedures were performed by determining the factor structure of the scale after taking the opinions of both field experts and researchers who created the original scale.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

“…Boztunç-Öztürk, Eroğlu ve Kelecioğlu (2015) orijinal ölçeğin uygulandığı kültür ile uyarlandığı kültürün denk olmaması, ölçme aracında yapı kaynaklı yanlılığa yol açtığı ve ölçek uyarlama sürecinde bu unsurlar dikkate alınarak hataların giderilmesini önermektedir. Bununla birlikte ölçek uyarlama süreci sonunda istatistiksel olarak çıkartılması gereken maddeler için orijinal ölçeği geliştiren araştırmacılar ve konu alanı uzmanları ile iletişime geçerek bu maddeler ile ilgili karar verilmesi gerektiği belirtilmektedir (Boztunç-Öztürk, Eroğlu, & Kelecioğlu, 2015). Bu doğrultuda mevcut araştırmada ölçeğin faktör yapısının belirlenmesinde ve ilgili maddelerin çıkartılmasında hem alan uzmanlarının hem de özgün ölçeği oluşturan araştırmacıların görüşleri alınarak gereken işlemler yapılmıştır.…”

Section: Güvenirlik Analizine Ilişkin Bulgularunclassified

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Technology proficiency self-assessments of teachers becoming professional in the 21st century: A scale adaptation study

Fidan

Debbağ

Çukurbaşi

2020

pegegog

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In this study, it was aimed to adapt the Technology Proficiency Self-Assessment Scale for 21st Century Learning (TPSA C-21), developed by Christensen and Knezek, into Turkey's conditions. The study sample consisted of 606 teachers working in 58 public schools affiliated to the Ministry of National Education in Bartın province. The original scale had a six-factor structure consisting of 34 items. In the adaptation stage, the Turkish version of the scale was initially created and then retranslated back into the source language. Next, the scale items were evaluated by linguists. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine the construct validity of the scale. As a result of the EFA, some of the items having inappropriate values were excluded from the scale and finally a structure with 24 items and four factors named "E-mail", "WWW", "Integrated Applications", and "Teaching with Technology" was obtained. The results of the CFA showed that the factor structure had adequate fit indexes. For reliability, internal consistency and test-retest correlation coefficients of the whole scale and its sub-dimensions were examined and these values were found to be acceptable. After all, this scale has become a measurement tool that can be used for research which enables educators to make relevant inferences about technology proficiency in 21st century learning.

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Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Section: Güvenirlik Analizine Ilişkin Bulgularunclassified

Technology proficiency self-assessments of teachers becoming professional in the 21st century: A scale adaptation study

Fidan

Debbağ

Çukurbaşi

2020

pegegog

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“…Ölçek uyarlama çalışmalarında ölçeğin anlaşılırlığına ve toplumun sosyo-kültürel bağlamda genel anlayışına dikkat edilmezse ölçme aracının geçerliği ve güvenirliği bu durumdan etkilenebilir. Bu durum ölçme aracının sağlıklı sonuçlar vermemesine neden olabilir (Boztunç Öztürk, Eroğlu, ve Kelecioğlu, 2015;Çapık, Gözüm, ve Aksayan, 2018;Erkuş, 2007;Karakoç ve Dönmez, 2014). Ölçeğin çeviri çalışması tamamlandıktan sonra ölçeğin maddeleri iyi düzeyde İngilizce bilen psikolojik danışma ve rehberlik alanında doktora derecesine sahip 4 uzmana incelettirilmiştir.…”

Section: İşlemunclassified

Bilinçli Farkındalık Ölçeği Ergen Formu’nun Geçerlik ve Güvenirlik Çalışması

Turan¹

2020

OPUS Uluslararası Toplum Araştırmaları Dergisi

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The aim of this study is to adapt the Mindful Attention Awareness Scale Adolescent Form (MAAS-A) and to conduct its validity and reliability study. This study was conducted on 221 participants, 105 of whom were girls and 116 of them were boys. Confirmatory factor analysis was applied to evaluate the construct validity. To determine the reliability of the scale, cronbach's alpha, two-half test reliability and total item correlations were used. Confirmatory factor analysis results showed that, significant chisquare values (χ2 = 131.84, SD = 77, p = .00010) and goodness of fit values are acceptable (RMSEA = .057, GFI = .92, AGFI = .89, CFI = .93 , IFI = .93, NNFI = .92, SRMR = .060). The results of the analysis show that the factor structure of the Turkish form of the scale provides good fit values and that the factor structure of the scale is verified in parallel with the original scale. When examined in terms of reliability values, it is seen that the internal-consistency reliability coefficient of the Turkish form of the scale is .78, two half-test reliability is .76 and the corrected item total correlations are ranked between .26 and .52. The results of the analysis show that the Mindful Attention Awareness Scale Adolescent Turkish Form can be evaluated as a valid and reliable measurement tool.

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“…Accordingly, it is necessary to increase studies on research trends by conducting content analysis studies in an important field of educational sciences such as measurement and evaluation. The review of trend studies in the field of measurement and evaluation shows that many content analysis studies have been conducted on scale development and adaptation (Acar Güvendir & Özer Özkan, 2014;Bastos, Celeste, Faerstein & Barros, 2010;Boztunç Öztürk, Eroğlu & Kelecioğlu, 2015;Çüm & Koç, 2013;Hinkin, 1995;Kapuscinski & Masters, 2010;Ladhari, 2010;Morgado, Meireles, Neves, Amaral & Ferreira, 2017;Sveinbjornsdottir & Thorsteinsson, 2008;Şahin & Boztunç Öztürk, 2019;Tavşancıl, Güler & Ayan, 2014;Worthington & Whittaker, 2006). In a trend study, 40 papers and 49 researches related to the "Measurement-Evaluation" dimension of the 2004 primary education program were examined (Kazu & Aslan, 2013).…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Research Articles on Measurement Invariance in Education and Psychology

Alatli

2020

International Journal of Assessment Tools in Education

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This study aims to reveal the trends in the related field by examining the researches evaluating the measurement invariance in education and psychology between 2008-2019. Accordingly, 99 articles published in three journals that were selected using the purposive sampling method among the journals indexed on Social Sciences Citation Index (SSCI)were analyzed within the scope of the study. As a result of the content analysis, in the studies investigating the measurement invariance, typical response tests were observed to be the most frequently employed tests, sample sizes often included 1501 or greater number of subjects, and data were mostly collected from students. The measurement invariance of the tests was mostly analyzed in terms of the gender variable. According to the results of the bibliometric analysis, on the other hand, only Multi-Group Confirmatory Factor Analysis was mostly conducted on the Mplus software package. In the studies, the most cited article was "Cheung and Rensvold (2002)", the author was "Cheung, G. W.", and the journal was "Structural Equation Modeling: A Multidisciplinary Journal". According to the results of the analysis, studies, references, and keywords including factor analysis were among the most commonly used group, which denotes that factor analysis has a crucial role in invariance measurement analyses.

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A Review of Articles Concerning Scale Adaptation in the Field of Education

Cited by 19 publications

References 12 publications

Technology proficiency self-assessments of teachers becoming professional in the 21st century: A scale adaptation study

Technology proficiency self-assessments of teachers becoming professional in the 21st century: A scale adaptation study

Bilinçli Farkındalık Ölçeği Ergen Formu’nun Geçerlik ve Güvenirlik Çalışması

A Systematic Review of Research Articles on Measurement Invariance in Education and Psychology

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