This research develops and validates a psychometrically robust evaluation scale for secondary school students, indicating its relevance for teaching quality assessment.
Evaluating instructional effectiveness is a critical component of improving teaching quality. While numerous evaluation tools exist for higher education settings, there is a significant gap in measuring secondary school students’ perspectives on instruction. This study aims to develop and validate a psychometrically sound scale for secondary school students to evaluate instructional practices. The scale development process followed a rigorous procedure that included a comprehensive literature review, item generation, expert reviews, pilot testing, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). A total of 909 secondary school students participated in the study. EFA results identified a four-factor structure: Teacher, Content, Material, and Environment. CFA confirmed the model fit, demonstrating strong psychometric properties, including high reliability. The findings highlight the importance of student-centered evaluations in instructional assessment and suggest that this scale can serve as a valuable tool for educators and policymakers to enhance teaching effectiveness in secondary education.
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Kırmızıoğlu et al. (2025) studied this question.
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