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

• DOI: 10.15390/eb.2014.3334
• Publication Date: 2014-12-16T17:15:43Z
• Authors: Mustafa İLHAN; Bayram ÇETİN
• Keywords: Exploratory factor analysis; Face validity; Content Validity; Item analysis; Validity

In this research, we aimed to develop an instrument that could be used measure students' perceptions of the classroom assessment environment in a valid and reliable manner. The research was carried out spring 2013–2014 with total 800 students who constituted four separate study groups. study, expert opinions were obtained determine scale's content validity face validity, while exploratory factor analysis (EFA) confirmatory (CFA) performed assess construct measures. EFA yielded consisted 18 items two factors explained 31.52% variance. These named as follows: Learning-Oriented Assessment Environment (LOAE) Performance-Oriented (POAE). Findings from CFA demonstrated had adequate fit indexes. reliability measures using LOAE POAE subscales examined via Cronbach's alpha, composite reliability, test–retest method, which produced coefficients fell within acceptable limits. With aim determining items' discriminatory power, adjusted item correlation examined, 27% sub-upper group comparisons made. findings showed all on scale discriminatory. Based these findings, it concluded is produces measures, can environment.