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Development and Validation of Digital Assessment Literacy Self-Efficacy Scale

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Title: Development and Validation of Digital Assessment Literacy Self-Efficacy Scale
Language: English
Authors: Ruhan Karadag Yilmaz (ORCID 0000-0003-3254-8890), Ilhan Koyuncu (ORCID 0000-0002-0009-5279)
Source: International Journal of Assessment Tools in Education. 2025 12(3):806-824.
Availability: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Elementary Secondary Education
Descriptors: Self Concept Measures, Self Efficacy, Assessment Literacy, Elementary School Teachers, Secondary School Teachers, Test Construction, Test Validity, Foreign Countries, Test Reliability, Factor Structure, Construct Validity
Geographic Terms: Turkey
ISSN: 2148-7456
Abstract: This study aimed to develop a scale to measure teachers' digital assessment literacy self-efficacy. Teachers were selected from all regions of Turkey and different branches at primary, secondary, and high school levels to enhance generalization and diversity. The data was collected from 314 teachers for the exploratory factor analysis and 296 for the confirmatory factor analysis. Various evidence was obtained regarding the validity and reliability of the Digital Assessment Literacy Self-Efficacy Scale (DALSS). The exploratory factor analysis results revealed that DALSS was found to have a 3-factor structure with 24 items. The dimensions were named as "Using appropriate tool and assessment type", "Feedback and developing appropriate tools for the objectives and levels," and "Preparing exams and evaluating the usability of the scores." Confirmatory factor analysis (CFA) results showed that the hypothetical structure of the scale fit the data. Second-order CFA also confirmed the 3-factor structure of digital assessment literacy self-efficacy. Convergent and divergent validity results proved evidence for construct validity. Analyses based on known-group validity revealed that the DALSS is a discriminative instrument. The internal consistency reliability values of DALSS and its factors were found to vary between 0.96 and 0.98. The findings for practice revealed that although DALSS scores did not differentiate according to gender, professional experience and teaching level, they significantly differed in terms of teaching fields.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482869
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Development and Validation of Digital Assessment Literacy Self-Efficacy Scale
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  Data: <searchLink fieldCode="AR" term="%22Ruhan+Karadag+Yilmaz%22">Ruhan Karadag Yilmaz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3254-8890">0000-0003-3254-8890</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ilhan+Koyuncu%22">Ilhan Koyuncu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0009-5279">0000-0002-0009-5279</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Assessment+Tools+in+Education%22"><i>International Journal of Assessment Tools in Education</i></searchLink>. 2025 12(3):806-824.
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  Data: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
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  Data: 19
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 2148-7456
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  Label: Abstract
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  Data: This study aimed to develop a scale to measure teachers' digital assessment literacy self-efficacy. Teachers were selected from all regions of Turkey and different branches at primary, secondary, and high school levels to enhance generalization and diversity. The data was collected from 314 teachers for the exploratory factor analysis and 296 for the confirmatory factor analysis. Various evidence was obtained regarding the validity and reliability of the Digital Assessment Literacy Self-Efficacy Scale (DALSS). The exploratory factor analysis results revealed that DALSS was found to have a 3-factor structure with 24 items. The dimensions were named as "Using appropriate tool and assessment type", "Feedback and developing appropriate tools for the objectives and levels," and "Preparing exams and evaluating the usability of the scores." Confirmatory factor analysis (CFA) results showed that the hypothetical structure of the scale fit the data. Second-order CFA also confirmed the 3-factor structure of digital assessment literacy self-efficacy. Convergent and divergent validity results proved evidence for construct validity. Analyses based on known-group validity revealed that the DALSS is a discriminative instrument. The internal consistency reliability values of DALSS and its factors were found to vary between 0.96 and 0.98. The findings for practice revealed that although DALSS scores did not differentiate according to gender, professional experience and teaching level, they significantly differed in terms of teaching fields.
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  Data: 2025
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  Data: EJ1482869
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 806
    Subjects:
      – SubjectFull: Self Concept Measures
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Assessment Literacy
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Test Construction
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Test Reliability
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      – SubjectFull: Factor Structure
        Type: general
      – SubjectFull: Construct Validity
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      – SubjectFull: Turkey
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      – TitleFull: Development and Validation of Digital Assessment Literacy Self-Efficacy Scale
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              Y: 2025
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