Development of Classroom Assessment Environment Scale (CAES): Validity and Reliability Study

İlhan, Mustafa; Çetin, Bayram

doi:10.15390/eb.2014.3334

Cited by 15 publications

(7 citation statements)

References 34 publications

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“…Model fit values are examined when analyzing the confirmatory factor analysis results. Generally accepted values for model fit are as follows goodness-of-fit index (GFI), comparative fit index (CFI), normed fit index (NFI), incremental fit index (IFI), and root mean square error approximation (RMSEA) (İlhan & Çetin, 2014;Schumacker, 2006). The reported values may vary depending on the values the researcher wants to draw attention to.…”

Section: Analysesmentioning

confidence: 99%

Analysis of Leader Effectiveness in Organization and Knowledge Sharing Behavior on Employees and Organization

Çakır

Adıgüzel

2020

SAGE Open

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The aim of this study is to analyze the relationships between leadership effectiveness, knowledge sharing behavior, business performance, firm strategy, and firm performance. In this study, to reveal the relationships, statistical analyses were applied to the data collected using one-to-one questionnaire techniques while the relationships between the variables were tried to be revealed. In this study, the importance of knowledge sharing behavior and the positive effects of both independent variable and mediator variable on the organization are emphasized. In addition, the positive effect of leadership effectiveness and knowledge sharing behavior on work performance, firm strategy, and firm performance variables was detected. Analysis was made using LISREL, IBM SPSS 23 software program, and SPSS PROCESS V.3 add-in, and confirmatory and explanatory factor analysis and reliability analysis were performed on questions using Likert-type scale. In the analysis of the relationships between variables in the correlation menu of the main menus of SPSS Program, the regression menu was used to test the hypotheses and to reveal the mediation variable effect of the PROCESS V.3 add-in. Confirmatory factor analysis was performed by LISREL program.

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Section: Analysesmentioning

confidence: 99%

Analysis of Leader Effectiveness in Organization and Knowledge Sharing Behavior on Employees and Organization

Çakır

Adıgüzel

2020

SAGE Open

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“…Ölçek geliştirme çalışmalarında araştırmacı ölçmek istediği özelliği tanımlaması gerekmektedir (Cohen ve Swerdlik, 2010). Bu amaçla literatürde sınıf değerlendirme atmosferi özelliği ile ilgili yapılan çalışmalar (Alkharusi, 2007;Brookhart & DeVoge, 1999;Church, Elliot & Gable, 2001;İlhan & Çetin, 2014;Stiggins & Conklin, 1992) incelenmiştir. Alkharusi (2011) sınıf değerlendirme atmosferini ölçmek amacıyla geliştirdiği ölçme aracının dayanağını başarı hedefi teorisinden almıştır.…”

Section: Madde Havuzunun Oluşturulma Süreciunclassified

Beden Eğitimi ve Spor Dersi Sınıf Değerlendirme Atmosferi Ölçeği (Besdsdaö): Geçerlik ve Güvenirlik Çalışması

YILMAZ¹

2020

TurkishStudies

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In this study, it is aimed to develop a measurement tool that can measure the classroom assessment atmosphere of physical education and sports lesson in a valid and reliable way. Exploratory Sequential Pattern, one of the mixed research approaches, was used in the research. The study was carried out on three different study groups attending in different high schools (Anatolian High School, Science High School and Vocational High School) in Kırıkkale province. A total of 466 students from different high schools in Kırıkkale participated in the study. The criterion sampling technique, one of the purposeful sampling methods, was used in the collection of data. Exploratory Factor Analysis (ECA) was performed with the data obtained from the first study group. The structure revealed by exploratory factor analysis was tested with Confirmatory Factor Analysis. Test-retest reliability analysis was performed with the data obtained from the third study group. As a result of exploratory factor analysis conducted within the framework of construct validity, a structure consisting of 19 items and two factors explaining 38.06% of the total variance was obtained. In order to test item discrimination, item test correlation and 27% sub-upper group comparison were performed. Within the scope of criterion-related validity, there were studies indicating a significant relationship between classroom assessment atmosphere and achievement orientation and burnout status. In this respect, the relationship between PELCAAS, Achievement Orientation Scale and Maslack Burnout Scale was examined. The reliability of the instrument was examined with Cronbach's alpha internal consistency coefficient and test-retest techniques. These test techniques provide evidence that the measuring instrument is highly reliable. Criterion validity analysis was used to provide evidence of validity. According to the current findings, it can be said that Physical Education and Sports Lesson Classroom Assessment Atmosphere Scale is a data collection tool that can make valid and reliable measurements.

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“…In addition, Cronbach's alpha reliability coefficients were calculated, and item analyses were conducted using the entire data from the first and second groups (N = 449). The literature recommends conducting EFA and CFA using different samples (Ilhan & Cetin, 2014). Therefore, EFA and CFA were conducted on data from different groups of participants.…”

Section: Participantsmentioning

confidence: 99%

“…93. Table 3 reports values of acceptable fit and an excellent fit for the fit indexes (Ilhan & Cetin, 2014) used to decide whether the model being tested has sufficient fit with the data. The results show that the four-factor model from the CFA has sufficient fit.…”

Section: Cfamentioning

confidence: 99%

Learning management system acceptance scale (LMSAS): A validity and reliability study

Sezer

Yılmaz

2019

AJET

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The present study aimed to develop a measurement tool that will enable a valid and reliable measurement of students' acceptance levels within the framework of the unified theory of acceptance and use of technology model regarding learning management systems. This study was conducted in the 2016-2017 academic year with three groups of participants, making 515 medical students in all. Expert opinion was obtained to examine the content validity and face validity of the scale, and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to examine the construct validity of the conclusions based on measurements. A construct with four factors and 21 items was obtained at the end of the EFA, which explained 64.39% of the total variance. CFA results showed that the construct with four factors and 21 items had a good fit with the data. The reliability of the measurements based on the scale was examined using Cronbach's alpha and test-retest methods. To examine the discriminatory power of the items, adjusted item-total correlations and comparison of the top and bottom 27% of participants were used. Findings showed that the scale developed in the study can be used as a tool that generates valid and reliable measurements of students' acceptance of learning management systems.

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Development of Classroom Assessment Environment Scale (CAES): Validity and Reliability Study

Cited by 15 publications

References 34 publications

Analysis of Leader Effectiveness in Organization and Knowledge Sharing Behavior on Employees and Organization

Analysis of Leader Effectiveness in Organization and Knowledge Sharing Behavior on Employees and Organization

Beden Eğitimi ve Spor Dersi Sınıf Değerlendirme Atmosferi Ölçeği (Besdsdaö): Geçerlik ve Güvenirlik Çalışması

Learning management system acceptance scale (LMSAS): A validity and reliability study

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