Williams yaratıcılık değerlendirme ölçeği`nin uyarlanması ve yaratıcılık ile algılanan öğretmen davranışları arasındaki ilişki

Abstract

ÖZET WİLLSAMS YARATÎCSLİK DEĞERLENDİRME ÖLÇEĞİ'NİN UYARLANMASI VE YARATICILIK İLE ALGILAMAN ÖĞRETMEN DAVRANIŞLARI ARASINDAKİ İLİŞKİ Erdoğdu, Yüksel M. Doktora, Eğitimde Ölçme ve Değerlendirme Programı Tez Danışman

SUMMARY THE ADAPTATION OF WILLIAMS CREATIVITY ASSESSMENT PACKET, AND THE RELATIONSHIP BETWEEN CREATIVITY WİTH THE PERCEIVED TEACHER BEHAVIOURS Erdoğdu, Yüksel M. Doctorate, Measurement and Evaluation Program in Education Thesis Consultant: Prof. Dr. Nizamettin Koç December 2005, 113 pages The main purpose of this study is explain The adaptation of Williams Creativitiy Assessment Packet and the relationship between creativity and Perceived Teacher Behaviors. With in this frame work, evidence related to the validity and reliability of `Creativity Assessment Packet`, adapted to Turkish Culture and of the developed `Perceived Teacher Behaviors Score` was obtained, and then the answer was sought for the questions determined to be answered in line with the basic aim mentioned above. In this study, Creative Assessment Packet was adapted to Turkish Culture in order to be able to determine in the creativity of students. As the first step of scale Adaptation Approach, the items were translated from the original ianguage to the target language following the translation of the original scale into Turkish, in the second phase, the translation was assessed, the trial method was developed and the matching of language in the original and trial forms was achieved. Later, the trial application of the adapted form was performed on 692 students and 20 teachers (instructors) for validity and reliability studies. As a result of the trial application, we tried to obtain evidence as regards the validity and reliability of the adapted form. In the assessment of reliability, test-retest, pharalel test Methods and Williams Scale item discriminations were calculated. For validity, item-test correlation, criterion related validity methods were applied and factor analysis was performed. As a result, a creativity test with acceptable reliability and validity evidence was adapted to Turkish Culture. In the study, a `Perceived Teachers Behaviors Scale` was developed with a view to determining `democratic 'or' authoritarian` vinperceptions of students towards their teachers. For the development of the test, test development approaches proposed by Crocker and Algina (1986) were followed. In the first stage, the aim of the test scores was determined. In the second stage, the characteristics and behaviors to be measured with the test score developed were established, and in order to measure the behaviors considered to be the indicators of elements of this characteristic, many scale items were written down. The scale items were presented to a group of measurement and assessment experts for their opinion, and taking into account the changes recommended, the trial application was performed for the determination of the items to be included in the main scale items. For the trial 692 students were chosen, and after analyzing the trial results and looking into item discrimination valves, items with desired qualities were selected and final form of the test was formed; then reliability and validity studies of the test score were carried out. For the determination of reliability test-retest, split half reliability and Cronbach Alpha Methods were used. For validity studies, factor analysis were employed. As a result, a `Perceived Teacher Behaviours Scale` with acceptable evidence of reliability and validity was developed. The study group determined for the main aim of this research consist of 389 students in the 5 th year, who were educated by the same teacher for 5 years in 5 primary schools randomly selected from among primary schools with in the borders of the Diyarbakır Metropolitan City, as well as 17 teachers and 241 parents in order to be able to establish how creativity of the students could be perceived by their teachers and parents. in the study, the correlations between the scores of the students took from the developed ` Perceived Teacher Behaviours Scale` and from the adapted `Creative Assessment Packet` were investigated. The findings obtained are given below ; The correlations between the test scores obtained from sub-test of Divergent Thinking test Form A and those taken by the students from Perceived Teacher Behaviours Score vary between.25 and.54. IXThe correlations between scores received from Divergent Thinking Test Form B and those from Perceived Teacher Behaviours Score varied between.28 and.55. The values obtained are significant at.01 level. According to the results obtained, it would be possible to point out that there is a positive correlation between the perception of teacher as `democratic` and development of divergent thinking skills of students. The correlation berween the test score received from students Divergent Felling sub-tests and Perceived Teacher Behaviour score varied between.42 and.50. The correlation values at.01 level are significant. It is also possible to state that there is a positive correlation between the perception of teachers as `democratic` by students and development of divergent feeling skills of students. When the correlations between the test scores received from Divergent Thinking Test Form A and school success, were examined, the values obtained between.10 and.39. The correlation between fluency sub-test score and students success was not significant (.10) the correlation between the students flexibility sub-test scores and school success was calculated as -.20. Therefore, it could be said that there is a negative correlation between flexibility sub-test scores and school success. The correlation value between title sub-test score and school success (.15) is significant at.05 level. When the correlations between the test scores received from Divergent Thinking Test Form B and students' school success were calculated, it was seen that the values obtained varies between.13 and.50. The correlation between flexibility sub-test score and students' school success was found to be insignificant (.13). The correlation values between the other sub-test scores and students' school success are significant at.01 level. The correlation between Divergent Feeling Test Scores and school success varied between.15 and.30. while the correlation between complexity sub-test score and students school success was determined to be significant at.05 level, the correlation values between the other sub-test scores and school success were significant at.01 level.In the study, whether there was any differens between the perceptions of teachers and parents was established by dependent sample T- test (t-test). According to the results obtained, the values measured was t (3.67) for fluency sub-test, t(3.38) for flexibility sub-test, t (3.86) for originality sub-test, t(5.41) for elaboration sub-test, t (7.23) for curiosity sub-test, t (4.90) for imagination sub-test, t (2.17) for complexity sub-test, t(6.38) for risk- taking sub-test,and t (5.43) for total test scores. On the basis of these findings, there is difference between the perception of teacher and parents on children's creativity. According to the results obtained, parents perceive their children more creative with respect to teachers. In conclusion, in the light of the findings obtained, some important recommendations were made for the use of adapted and developed measurement tool and for the studies to be conducted in the future. XI