Özet:

In this study, it was aimed at developing a valid and reliable evaluation tool with the purpose of evaluating the Data Driven Decision Making Skills of teachers who work in primary school, middle-school and high-school levels. 534 teachers were included in the study (256 for EFA and 278 for CFA) (63 % female and 37 % male). For the scale development process, 730 teachers constituted the whole study group. In order to determine the structural validity of the scale, exploratory factor analysis and confirmatory factor analysis were used. As a result of the exploratory factor analysis, it was determined that the scale consisted of 10 items and 2 sub-dimensions. In the light of the literature, these dimensions were titled “Data literacy” and “Decision making”. The 2 sub-dimensional structure of the scale was subjected to the confirmatory factor analysis and as a result of the CFA, 1 item was excluded from the scale. The 2 sub-dimensional model created as a result of the EFA of DDDMS was tested with CFA and the adaptive values are at an acceptable level. In addition, the t values related to the high and low group difference of the scale showed that DDDMS is able to assess the structure in a distinctive manner. In order to determine the reliability of the scale, the Cronbach alpha internal consistency coefficients were calculated. When the reliability analyses results were viewed in the light of Data Driven Decision Making Scale’s factors, 0,782 value was obtained for the “Data Literacy” sub-dimension and 0,672 value was obtained for the “Decision Making” sub-dimension. The inner consistency coefficient of DDDMS is 0,790. As a result of the findings, it was determined that Data Driven Decision Making Scale is a valid and reliable assessment tool to evaluate the DDDM skills of teachers.

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