土耳其COA-IIIA的因子结构和测量不变性在集中式教育系统的服务前教师中
1Aksaray University, Aksaray Ünv. Kampüs Yolu, 68100, Aksaray, Türkiye. coskunerdag79@gmail.com.
Scientific reports
|December 3, 2025
概括
土耳其预服务教师通过问责制和相关性镜头来看待评估,受到国家高风险测试文化的影响. 这种取决于背景的理解会影响他们的评估信念和教育实践.
科学领域:
- 教育心理学教育心理学
- 测量和评估 测量和评估
- 跨文化心理学 跨文化心理学
背景情况:
- 评估概念III-混合 (COA-IIIA) 是理解教师评估信念的一个关键工具.
- 土耳其的教育体系的特点是集中化和对高风险考试的强烈强调.
- 了解教师服务前评估概念对于有效的教师教育至关重要.
研究的目的:
- 检查COA-IIIA的土耳其调整的因数结构和测量不变性 (MI).
- 调查预服务教师的评估信念如何与土耳其的教育背景保持一致.
- 探索影响这些评估概念的人口和教育因素.
主要方法:
- 用确认和探索因素分析来确定因子结构.
- 进行了多组分析,以确定各种人口群体的测量不变性.
- 在土耳其收集了594名服务前教师的数据.
主要成果:
- 原来的COA-IIIA四要素模型没有得到支持;一个两要素模型 (问责制和改进,无关紧要) 显示出更好的适应性.
- 在性别,年级,学科分支和课程完成方面建立了配置,度量和标量不变性.
- 完成测量课程的服务前教师和高级学生在问责制和改进方面得分更高;男性在不相关性方面得分更低.
结论:
- 土耳其预服务教师认为评估既具有培养功能,也具有问责制功能,由高风险的测试环境塑造.
- 该研究在新的文化背景下验证了COA-IIIA,并强调了评估信念维度的上下文依赖性.
- 研究结果表明,需要教师教育,以平衡问责与改进,并与教育政策保持一致,以培养以学习为导向的评估文化.
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