Development of a scale to evaluate the teaching process by middle school students

This research aims to develop a valid and reliable scale to enable middle school students to evaluate teaching. For this purpose, a review of the literature on teaching evaluation tools was conducted. It was observed that teaching is often evaluated through teachers assessing students, students' achievement grades, or studies based solely on observations and interviews. However, the measurement tools used in these studies were found to be quite limited. Therefore, the primary aim of this research is to develop a measurement tool that allows students to evaluate teaching. In the study, a comprehensive review of national and international literature was conducted, and an item pool was created. The item pool was then presented to experts for feedback, followed by a pilot study with ten middle school students to test its clarity. Data collected through the scale forms from two different middle schools in Adana were subjected to statistical analyses (EFA and CFA). A scale consisting of four factors (Teacher, Content, Materials, Learning Environment) and 39 items was developed, explaining 42.82% of the total variance. The Cronbach's Alpha coefficient was calculated as .93, indicating high internal consistency for the scale. The CFA fit indices (χ2/Sd=2.32; RMSEA=.04; SRMR=.05; GFI=.87; ACFI=.85; NNFI=.96; NFI=.99; CFI=.96) demonstrated that the scale has good fit values. It was concluded that the developed scale meets validity and reliability criteria. This scale offers a comprehensive tool for more effective evaluation of educational programs at the middle school level. Keywords: Teaching evaluation, scale development, middle school students.