Adaptation of approaches to classroom assessment inventory into Turkish and analyzing measurement invariance

In this study, the Approaches to Classroom Assessment Inventory (ACAI) was adapted into Turkish language and examined its measurement invariance across the gender groups. The study group of the research consists of a total of 405 teachers, 154 male and 251 female. Initially, permission for the adaptation was obtained and the translation of the inventory was carried out by two translators fluent in both languages and two assessment and evaluation experts. For language equivalence; expert opinions were taken, and the Turkish and English forms of the inventory were administered to 15 English teachers with a two-week interval. After the linguistic equivalence was achieved, the pilot study and final application of the inventory were conducted. Cronbach's α and McDonald's ω coefficients were calculated for the reliability analysis of the inventory. Control of assumptions, item analysis, chi-square analysis, CFA were performed with the data. After the adaptation process, measurement invariance of the inventory across the gender groups was analyzed with MGCFA. According to the results, the measurement invariance was established for the scales in the inventory across the gender groups. Consequently, it can be concluded that valid and reliable measurements and comparisons for gender groups can be carried out by using the Approaches to Classroom Assessment Inventory (ACAI).