Development of an Attitudes Scale toward Online Assessment

Measurem-ent and evaluation applications via Internet have an important position in education and psychology. Online assessment provides considerable opportunities particularly in teaching and education to monitor students’ academic achievements when combined with well designed learning goals. The purpose of the study is to develop “Attitudes toward Online Assessment Scale”. As a result of the literature review, an initial form that included testing items was obtained and those items were submitted to expert view. In the light of expert views, scale items were rearranged and the initial form was given to a total of 231 pre-service teachers included in online assessment applications (113 from Department of Science and Technology; 118 from Computer Education and Educational Technology). Exploratory and confirmatory factor analyses were performed to determine constructional validity of the scale. As a result of exploratory factor analysis, it was seen that it was a 3-factor-scale consisting of “contribution of online assessment applications to teaching and education”, “liking online assessment applications” and “use of online assessment applications” and a total of 26 items. Factor loadings of the scale items ranged from 0.45 to 0.78; item total correlations from 0.20 to 0.76; reliability coefficients from 0.62 to 0.91. What's more, the 3-factor construction obtained from the exploratory factor analyses was tested by confirmatory factor analyses and it was seen that the tested model was confirmed with high fit indices. The findings obtained from the study showed that the “An Attitudes Scale Toward Online Assessment” was valid and reliable.