Adaptation of Assessment for Learning Questionnaires for Teachers and Students into Turkish: A Validity and Reliability Study
Year: 2025
Type: preprint
Abstract: Assessment for Learning (AfL) has emerged as a powerful approach for enhancing student engagement, metacognition, and instructional responsiveness. However, validated tools that assess AfL implementation from both teacher and student perspectives remain limited, particularly in non-Western contexts. This study aimed to adapt and validate the Student Assessment for Learning Questionnaire (SAFL-Q) and the Teacher Assessment for Learning Questionnaire (TAFL-Q) for the Turkish educational system. A total of 2,436 middle and high school students and 145 teachers across 18 subject areas participated. Confirmatory factor analysis (CFA) was used to evaluate the instruments’ factor structures and reliability, and measurement invariance was tested across school levels, subject areas, and respondent groups. The Turkish SAFL-Q demonstrated strong model fit, high factor loadings, and scalar invariance across all tested groups, supporting its use as a valid and reliable instrument for capturing student perceptions of AfL practices. In contrast, the TAFL-Q showed poor model fit and limited internal consistency, though scalar invariance was achieved, indicating it may still support group comparisons if interpreted cautiously. These findings offer validated tools for researchers and educators in Turkey and underscore the importance of ensuring both conceptual and linguistic alignment when adapting educational instruments for use in new national contexts.
Source: EdArXiv (OSF Preprints)
Institutions: Pamukkale University, Open University of the Netherlands
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W4411405804