Adaptation of Teachers  Conceptions and Practices of Formative Assessment Scale into Turkish Culture and a Structural Equation Modeling

Karaman, Pınar; Şahin, Çavuş

doi:10.26822/iejee.2017236114

Cited by 12 publications

(15 citation statements)

References 57 publications

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“…Moreover, the result showed that the APMT model had a good fit of CFA. These results were consistent with several studies aimed to construct scales of teachers' assessment practices by using CFA, such as Hasnida et al (2018), Karaman and Şahin (2017) and Ling et al (2012).…”

Section: Discussionsupporting

confidence: 92%

The Development and Validation of Assessment Practices of Mathematical Thinking (APMT) Instrument (Pembangunan dan Pengesahan Instrumen Amalan Pentaksiran Pemikiran Matematik (APMT)

2020

JPEN

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Assessment practices of mathematical thinking are an important part of mathematics teachers' practices. This survey aimed to develop and validate an Assessment Practices of Mathematical Thinking (APMT) instrument. A total of 523 mathematics teachers from Omani public schools were randomly selected as samples. The initial scale consisted of 25 items. The scale was validated by experts in mathematics education and educational measurement and evaluation. Exploratory and confirmatory factor analysis was used to test the APMT model. Results show that the goodness-of-fit indices for the first and second order of the APMT model are placed within the acceptable criteria, and that the magnitudes of loadings for all items are statistically significant. The final version of the APMT scale contains five factors and 21 items. In conclusion, this study has developed an APMT instrument is acceptable psychometrically, and useful to be used for assessing teachers' assessment practices of mathematical thinking in Arabic context, especially in Oman. The instrument can also be used by teachers for the purpose of self-assessment of their assessment practices of mathematical thinking, which can show their strengths and weaknesses. This instrument is unique because it focuses on different types of assessment practices that can be implemented to evaluate and develop students' mathematical thinking within and out of the classroom.

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Section: Discussionsupporting

confidence: 92%

The Development and Validation of Assessment Practices of Mathematical Thinking (APMT) Instrument (Pembangunan dan Pengesahan Instrumen Amalan Pentaksiran Pemikiran Matematik (APMT)

2020

JPEN

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“…"I have given…provided…", "…enables my students…" signified improved self-esteem towards implementing FA. Their efforts to utilize FA practices have shown their certainty and control in conducting it (Karaman & Sahin, 2017). Their handling of tasks and activities revealed their high confidence in corresponding positively to their actual formative assessment practices inside the classroom.…”

Section: Self-efficacy (Sef)mentioning

confidence: 99%

“…Self-efficacy can positively or negatively influence people's thoughts (De Smul et al, 2018) and may affect teachers' emotions at work and the conduct of FA in their classes. This construct associated with teachers' confidence and control in implementing FA (Karaman & Sahin, 2017) could provide important information to the assessment practice.…”

Section: Self-efficacy (Sef)mentioning

confidence: 99%

Effects of Feedback Loop Model on Teachers’ Attitudes, Self-Efficacy and Classroom Practices towards Formative Assessment

Ole

Gallos²

2023

IJRES

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This research endeavor that aimed to determine the changes in the Senior High School (SHS) teachers’ attitudes, self-efficacy, and classroom practices toward formative assessment (FA) as they implemented Feedback Loop Model (FLM) in their Physics classes was examined to assess any improvement in their attitudes, self-efficacy and teachers’ FA practices. Using a concurrent triangulation design to address the objectives of this study, a convenient sampling method was employed. Out of the 23 teacher-participants who attended the webinar series on FLM, only 3 Physics teachers agreed and participated in the follow-up process, which requires implementing FLM in their classrooms. These teachers approved recording their online classes, which were used for observation by external observers or cross-examiners. Likewise, they agreed to keep journals or reflections as they implemented the FLM in their Physics classes. Results have shown that teachers’ attitudes, self-efficacy, and classroom practices on FA were affected significantly, leading to positive attitudes toward utilizing the assessment and improved self-confidence in applying FA in their classes. Teachers were also able to manifest and build a classroom environment that supports formative assessment, signifying the positive effect of the FLM. Therefore, it is suggested that FLM be recommended to strengthen the use of FA by conducting more professional development programs. This way, teachers would have opportunities to refine their strategies and enhance collaboration and professional growth.

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“…The authors concluded that the TPB may not be able to capture the specificity of individualized support. Yan and Cheng (2015) and Karaman and Sahin (2017) conducted the only two quantitative studies about the determinants of formative assessment under the framework of the TPB. Yan and Cheng (2015) developed the Teachers' Conceptions and Practices of Formative Assessment Scale (TCPFS), a 40-item instrument based on an extended version of the TPB.…”

Section: Theory Of Planned Behaviormentioning

confidence: 99%

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior

Dierendonck,

Poncelet,

Tinnes-Vigne

2024

Front. Psychol.

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IntroductionIn Luxembourg, competency-based practices (CBP), differentiated instruction (DI), and formative assessment (FA) have been imposed by the 2009 school law. Referring to the Theory of Planned Behavior (TPB), this study examined factors influencing the implementation of these practices in classrooms.MethodsTeachers participated in an online survey assessing their attitudes, subjective norm, perception of behavioral control, intention, and pedagogical practices regarding CBP, DI, or FA. Measurement models were used in structural equation models testing the TPB.ResultsIf the main relationships postulated by the theory were confirmed, some inconstancies were observed depending on the targeted practices. Structural equation TPB models controlling for gender, experience, teaching level, and socio-economic level of the school population explained between 20 and 45% of the variance in teachers’ practices, and between 65 and 75% of the variance in teachers’ intention to use these practices.DiscussionThe relevance of the TPB for studying teaching practices and implications for professional training are discussed.

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Adaptation of Teachers Conceptions and Practices of Formative Assessment Scale into Turkish Culture and a Structural Equation Modeling

Cited by 12 publications

References 57 publications

The Development and Validation of Assessment Practices of Mathematical Thinking (APMT) Instrument (Pembangunan dan Pengesahan Instrumen Amalan Pentaksiran Pemikiran Matematik (APMT)

The Development and Validation of Assessment Practices of Mathematical Thinking (APMT) Instrument (Pembangunan dan Pengesahan Instrumen Amalan Pentaksiran Pemikiran Matematik (APMT)

Effects of Feedback Loop Model on Teachers’ Attitudes, Self-Efficacy and Classroom Practices towards Formative Assessment

Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior

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