Adaptation of teachers' conceptions and practices of formative assessment scale into Turkish culture and a structural equation modeling

International Electronic Journal of Elementary Education

Volumn 10, Issue 2, 2017, Pages 185-194

  Karaman, Pınar ^a   Şahin, Çavuş ^b  

^a SINOP UNIVERSITY   (Turkey)

^b ÇANAKKALE ONSEKIZ MART UNIVERSITY   (Turkey)

Author keywords

Formative assessment; Teachers; Theory of planned behavior

Indexed keywords

EID: 85041125725     PISSN: None     EISSN: 13079298     Source Type: Journal    
DOI: 10.26822/iejee.2017236114     Document Type: Article

References (80)

1. Ajzen, I. (1985). From intentions to actions: a theory of planned behavior. In J. Kuhl, & J. Beckmann (Eds.), Action control: From cognition to behavior. Berlin: Springer Berlin Heidelberg.
2. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
3. Allinder, R. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86-95.
4. Armitage, C. J., & Conner, M. (2001). Efficacy of the theory of planned behaviour: a meta-analytic review. British Journal of Social Psychology, 40 (4), 471-499.
5. Aydoğmuş, A. & Coşkun Keskin, S. (2012). Use of process based measurement and evaluation tools by social sciences teachers: İstanbul province sample. Mersin University Faculty of Education Journal, 8 (2), 110-123.
6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman and Company.
7. Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of crosscultural adaptation of self-report measures. Spine, 25(24), 3186-3191.
8. Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.
9. Bentler, P.M. & Bonett, D.G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588–606.
10. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
11. Black, P., & Wiliam, D. (2006). Assessment for learning in the classroom. In J. Gardner (Ed.), Assessment and learning, 9-25, SAGE Publication.
12. Brown, G. T. L. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy & Practice, 11, 301–318.
13. Brown, G.T.L., Harris, L.R., & Harnett, J. (2012). Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being. Teaching and Teacher Education 28, 968-978.
14. Brown, G.T.L., & Gao, L. (2015). Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes. Cogent Education, 2: 993836.
15. Brown, G. T. L., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in Education: Principles, Policy and Practice, 16(3), 347–363.
16. Bracken, B. A. & Barona, A. (1991) State of the art procedures for translating, validating and using psychoeducational tests in crosscultural assessment. School Psychology International, 12 (1–2), 119–132.
17. Brislin, R. W. (1970) Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1 (3), 185–216.
18. Byrne B.M. (2001). Structural equation modeling with AMOS. Basic concepts, applications, and programming. Mahwah, N.J: Lawrence Erlbaum Associates.
19. Carles, D. (2015). Prospects for the implementation of assessment for learning. Assessment in Education, 12(1), 39–54.
20. Crawley, F. E. (1990). Intentions of science teachers to use investigative teaching methods: A test of the theory of planned behavior. Journal of Research in Science Teaching. 27(7), 623-716.
21. Conatser, P., Block, M., & Gansneder, B. (2002). Aquatic instructors’ beliefs toward inclusion: The theory of planned behavior. Adapted Physical Activity Quarterly, 19, 172–187.
22. Conner, M., Warren, R., Close, S., & Sparks, P. (1999). Alcohol consumption and theory of planned behavior: An examination of the cognitive mediation of past behavior. Journal of Applied Social Psychology, 29,1676-1704.
23. Darling-Hammond, L., & Pecheone, R. (2010). Developing an internationally comparable balanced assessment system that supports high-quality learning. Princeton, NJ: Educational
24. Davis, D.S. & Neitzel, C. (2011). A self-regulated learning perspective on middle grades classroom assessment, The Journal of Educational Research, 104(3), 202-215.
25. Dixon, H., & Haigh, M. (2009). Changing mathematics teachers' conceptions of assessment and feedback. Teacher Development, 13(2), 173-186.
26. Ektem, I.S, & Keçici, S.E., & Pilten, G. (2016). Sınıf Öğretmenlerinin Süreç Odaklı Ölçme ve Değerlendirme Yöntemlerine İlişkin Görüşleri, Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 661-680.
27. Frohbeiter, G., Greenwald, E., Stecher, B., & Schwartz, H. (2011). Knowing and doing: What teachers learn from formative assessment and how they use information. CRESST Report 802. Los Angeles: UCLA National Center for Research on Evaluation, Standards, and Student Testing.
28. Fullan, M. (1999). Change forces: the sequel (London, Falmer Press).
29. Fuchs, L., Fuchs, D., & Bishop, N. (1992). Instructional adaptations for students at risk. Journal of Educational Research, 86, 70-84.
30. Geisinger, K.F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6(4), 304-312.
31. Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(2), 569-582.
32. Gong, B. (2010). Using balanced assessment systems to improve student learning and school capacity: an introduction. Council of Chief State School Officers and Renaissance Learning.
33. Hambleton, R. K. (2005). Issues, designs, and technical guidelines for adapting tests into multiple languages and cultures. In R. K. Hambleton, P. F. Merenda, & C. D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 3-38). Mahwah, NJ: Lawrence Erlbaum.
34. Hambleton, R.K., Merenda, P.F., & Spielberger, C.D. (2005). Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: Lawrence Erlbaum.
35. Haney, J. J., & McArthur, J. (2002). Four case studies of prospective science teachers’ beliefs concerning constructivist teaching practices. Science Education, 86, 783–802.
36. Harrison, C. (2013). Collaborative action research as a tool for generating formative feedback on teachers' classroom assessment practice: the KREST project. Teachers and Teaching: Theory and Practice, 19(2), 202-213.
37. Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
38. Heritage, M. (2007). Formative Assessment: What Do Teachers Need to Know and Do? Phi Delta. Kappan, 89(2), 140–145.
39. Heritage, M. (2010a). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA: Corwin Press.
40. Heritage, M. (2010b). Formative assessment and next-generation assessment systems: Are we losing an opportunity? Paper prepared for the Council of Chief State School Officers. Los Angeles: UCLA National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
41. Herdman M, Fox-Rushby J, Badia X. (1998). A model of equivalence in the cultural adaptation of HRQoL instruments: the universalist approach. Qual Life Res, 7,323-335.
42. Huchting, K., Lac, A., & LaBrie, J.W. (2008). An application of the theory of planned behavior to sorority alcohol consumption. Addictive Behavior, 33, 538–551.
43. Jonsson, A., Lundahl, C. & Holmgren, A. (2015). Evaluating a large-scale implementation of Assessment for Learning in Sweden, Assessment in Education: Principles, Policy & Practice, 22:1, 104-121.
44. Kersaint, G., Lewis, J., Potter, R., & Meisels, G. (2007). Why teachers leave: Factors that influence retention and resignation. Teaching and Teacher Education 23, 775– 794.
45. Konur, H., & Konur, B. (2011). İlköğretim öğretmenlerinin kullandıkları ölçme değerlendirme metotlarına ilişkin görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (NEF-EFMED), 5(2), 138-155.
46. Knight, P. (2002). A systemic approach to professional development: learning as practice. Teaching and Teacher Education, 18(3), 229–241.
47. Konur, H., & Konur, B. (2011). İlköğretim öğretmenlerinin kullandıkları ölçme değerlendirme metotlarına ilişkin görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (NEF-EFMED), 5(2), 138-155.
48. Landis, R., Edwards, B. D., & Cortina, J. (2009).“Correlated residuals among items in the estimation of measurement models”. In C. E. Lance & R. J. Vandenberg (Eds.). Statistical and methodological myths and urban legends: Doctrine, verity, and fable in the organizational and social sciences (pp. 195-214). New York: Routledge.
49. MacCallum, R.C., Browne, M.W., Sugawara, H.M. (1996). Power Analysis and Determination of Sample Size for Covariance Structure Modeling. Psychological Methods, 1:130–49.
50. MoNE, (2013). İlköğretim Kurumları Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı, Ankara: Devlet Kitapları Müdürlüğü.
51. National Council of Teachers of English. (2013). Formative assessment that truly informs instruction. Urbana, IL: Author. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Posi tions/formativeassessment single.pdf
52. Notani, A. S. (1998). Moderators of perceived behavioral control's predictiveness in the theory of planned behavior: A meta-analysis. Journal of Consumer Psychology, 7, 247-271.
53. Martin, J.J., & Kulinna, P.H. (2004). Self-Efficacy Theory and the Theory of Planned Behavior: Teaching Physically Active Physical Education Classes, Research Quarterly for Exercise and Sport, 75:3, 288-297
54. Martin, J.J., & Kulinna, P.H. (2005). A social cognitive perspective of physical activity related behavior. Journal of Teaching in Physical Education, 24(3), 265– 281.
55. Öz., H. (2014). Turkish Teachers’Practices of Assessment for Learning in the English as a Foreign Language Classroom. Journal of Language Teaching and Research, 5(4), 775-785.
56. Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62, 307-332.
57. Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57–84
58. Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77–85.
59. Schifter, D. E. & Ajzen, I. (1985). Intention, perceived control, and weight loss: An application of the theory of planned behavior. Journal of Personality and Social Psychology, 49(3), 843-851.
60. Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.
61. Shermis & Di Vesta (2011). Classroom assessment in action. Lanham, MD: Rowman & Littlefield Publishers.
62. Sireci, S. G. & Berberoğlu, G. (2000). Using bilingual respondents to evaluate translated-adapted items. Applied Measurement in Education, 13(3), 229-248.
63. Stanec, A. D. S. (2009). The theory of planned behavior: Predicting teachers' intentions and behavior during fitness testing. Journal of Teaching in Physical Education, 28, 255-271.
64. Stern, T. (2009). The Role of Formative Assessment in Enhancing Independent Learning and Reflective Teaching: Some Results of the Austrian IMST-Project. In K. Subramaniam & A. Mazumdar (Eds.), Proceedings of the epiSTEME-3-Conference (pp. 209-214). Mumbai: HBCSE Tata Institute of Fundamental Research.
65. Sumantri, M. S. & Satriani, R. (2016). The effect of formative testing and self-directed learning on mathematics learning outcomes. International Electronic Journal of Elementary Education, 8 (3), 507-524.
66. Sutton, S. (1998). Explaining and predicting intentions and behavior: How well are we doing? Journal of Applied Social Psychology, 28, 1318–1339.
67. Sümer, N. (2000). Yapısal eşitlik modelleri. Türk Psikoloji Yazıları, 3 (6), 49-74.
68. Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks Yayınevi.
69. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson Education.
70. Deborah J. Terry, D.J., & O’Leary, J.E. (1995). The theory of planned behaviour: The effects of perceived behavioural control and self-efficacy. British Journal of Social Psychology, 34, 199-220.
71. Trumbull, E., & Lash, A. (2013). Understanding Formative Assessment: Insights from Learning Theory and Measurement Theory. San Francisco: WestEd
72. Volante, L., & Beckett, D. (2011). Formative assessment and the contemporary classroom: Synergies and tensions between research and practice. Canadian Journal of Education, 34, 239–255.
73. Yan, Z. (2014). Predicting teachers’ intentions to implement school-based assessment using the Theory of Planned Behaviour. Educational Research and Evaluation, 20, 83-97.
74. Yan, Z., & Cheng, E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128-136.
75. Yau, K. (2004). Teachers’ perceptions of assessment for learning (Unpublished master’s thesis). University of Hong Kong, Pokfulam.
76. Yim, Y. S., & Cho, H.Y. (2016). Predicting pre-service teachers’ intention of implementing peer assessment for low-achieving students. Asia Pacific Educ. Rev., 17:63–72.
77. Young, J.E.C. & Jackman, M.G.A. (2014). Formative assessment in the Grenadian lower secondary school: teachers’perceptions, attitudes and practices, Assessment in Education: Principles, Policy & Practice, 21:4, 398-411.
78. Zint, M. (2002). Comparing three attitude-behavior theories for predicting science teachers' intentions. Journal of Research in Science Teaching, 39(9), 819-844.
79. Wilson, M., & Draney, K. (2004). Some links between large-scale and classroom assessments: The case of the BEAR Assessment System. In M. Wilson (Ed.), Toward coherence between classroom assessment and accountability. The 103rd Yearbook of the National Society for the Study of Education, Part II (pp. 132– 154). University of Chicago Press.
80. Woolfolk Hoy, A., Davis, H., & Pape, S. J. (2006). Teacher knowledge and beliefs. In P. A. Alexander, & P. H. Winne (Eds.), Handbook of educational psychology.