Development of Test and Item Analysis Competency Perception Measurement Tool: Validation and Reliability Study

This study aims to develop measurement tools (a scale and a checklist) that can measure teachers' perceptions of test and item analysis competence and to determine teachers' perceptions of competence in this area. A total of 1091 teachers working in public schools participated in this study, which is a survey model. In the scale development phase, 393 teachers’ data were used for EFA, 306 teachers’ data for CFA, and 92 teachers’ data for test-retest analysis. According to the findings, it was seen that the scale had a single-factor structure with 22 items. It was found that the one-dimensional structure of the scale was confirmed by examining the values of the fit indexes with confirmatory factor analysis. When the reliability coefficients were examined, it was seen that the Cronbach alpha value and test-retest analysis values were .968 and .975, respectively. In addition, it is stated that the scale is valid and reliable since it provides measurement invariance according to gender. The final form of the scale and the checklist developed by researchers about test and item analysis competency was applied to 300 teachers and an attempt was made to determine teachers' perceptions of test and item analysis competence. As a result, it was concluded that teachers had deficiencies in test and item statistics and that they were particularly inadequate in subjects requiring advanced statistics. Keywords: teacher competencies, test and item analysis, scale development