Developing the Measurement and Evaluation Attitude Scale for Physical Education and Sports Teachers

Abstract

The aim of this study is to develop a scale that measures the attitudes of physical education and sports teachers towards measurement and evaluation. In this study, scale development principles and steps of DeVellis (2017) were used. Initially, a literature review was conducted, 19 physical education and sports teachers were interviewed in written form and focus group discussion were held with 7 teachers. Certain statements were converted into a format that can be used in the scale form and an item-pool of 73 items was created including positive and negative items. Expert opinions were taken for the draft items, corrections were made in the item pool in line with these expert opinions, and the initial form the scale was created including 58 items. This draft scale was applied to 50 physical education and sports teachers. As a result of the pilot implementation, the scale was put into its final draft form with a total of 58 items, 17 of which were negative. As the conclusion of the reliability and validity tests applied to the Measurement and Evaluation Attitude Scale for Physical Education and Sports Teachers, 34 items were removed from the draft scale and the final form of the scale included 4 factors and 24 items with a variance value of 46.545. The Cronbach Alpha reliability coefficient of the scale was calculated as 0.85.

Investigation of science teachers’ self-efficacy for online measurement and evaluation

“…As a result, it can be said that gender is not effective in the sub-dimension of self-efficacy and deficiencies in online assessment and evaluation. In the literature, the gender variable is defined as the variable that does not make a significant difference in the self-efficacy of both prospective teachers (Oren et al, 2014;Yarali, 2017) and teachers (Baskonus, 2018;Kilic, 2020). However, it was observed that there was a significant difference in favor of male teachers in the sub-dimension of the competencies constituting self-efficacy.…”

“…However, there are also studies in the literature showing that there is a negative relationship between teacher experiences and self-efficacy (Guo et al, 2010). In addition, there are studies showing that professional seniority is a factor that affects teachers' self-efficacy regarding measurement and evaluation in education, their level of knowledge and self-efficacy (Bas & Beyhan, 2016;Baskonus, 2018;Kilic, 2020).…”

Reviewing students’ evaluation standards for “practical education” in Arab Open University/Jordan

“…Traditional trends in education, which are limited to academic knowledge objectives and focus on abstract information as well as absorbing related concepts and rules, are different from contemporary trends which emphasize on practical skills, in addition to knowledge, in order to possess the ability to deal with changing realities of life, and respond to changing labor market requirements [4]. Contemporary trends in teachers education supports a sort of training that stresses on acquiring practical skills, self-confidence and refueling of efficiencies to communicate with others in the labor market [5].…”