This study aimed to develop a scale to measure teachers' digital assessment literacy self-efficacy. Teachers were selected from all regions of Turkey and different branches at primary, secondary, and high school levels to enhance generalization and diversity. The data was collected from 314 teachers for the exploratory factor analysis and 296 for the confirmatory factor analysis. Various evidence was obtained regarding the validity and reliability of the Digital Assessment Literacy Self-Efficacy Scale (DALSS). The exploratory factor analysis results revealed that DALSS was found to have a 3-factor structure with 24 items. The dimensions were named as “Using appropriate tool and assessment type”, “Feedback and developing appropriate tools for the objectives and levels,” and “Preparing exams and evaluating the usability of the scores.” Confirmatory factor analysis (CFA) results showed that the hypothetical structure of the scale fit the data. Second-order CFA also confirmed the 3-factor structure of digital assessment literacy self-efficacy. Convergent and divergent validity results proved evidence for construct validity. Analyses based on known-group validity revealed that the DALSS is a discriminative instrument. The internal consistency reliability values of DALSS and its factors were found to vary between .96 and .98. The findings for practice revealed that although DALSS scores did not differentiate according to gender, professional experience and teaching level, they significantly differed in terms of teaching fields.
Karadağ et al. (Thu,) studied this question.