Akademik Veri Yönetim Sistemi
23. Uluslararası Sınıf Öğretmenliği Eğitimi Sempozyumu, Ankara, Türkiye, 23 - 26 Ekim 2025, cilt.1, ss.321-323, (Özet Bildiri)
The aim of this study is to adapt the Rubric for Evaluating Essential Features of Classroom Inquiry in Instructional Materials, developed by the Council of State Science Supervisors, into Turkish and to conduct its validity and reliability analyses. With the adoption of the constructivist approach in education, the integration of inquiry skills into teaching processes has gained importance, and studies focusing on designing inquiry-based lesson plans and instructional materials have increased accordingly. This trend has revealed the need for valid and reliable instruments that can assess instructional materials in terms of their inquirybased characteristics. The study was conducted using a scale adaptation design. During the adaptation process, the original rubric was translated into Turkish using forward–backward translation techniques to ensure semantic equivalence in the target language. The rubric consists of four sections and twenty-three items. To establish content validity, the opinions of ten experts in the field of education were obtained, and necessary linguistic and structural revisions were made based on their feedback. The adaptation process was structured according to the Rubric Development Cycle proposed by Reddy and Andrade (2010). This model consists of four key stages frequently applied in rubric adaptation studies: (1) conceptual definition and identification of objectives, (2) expert validation for content accuracy, (3) pilot implementation to test clarity and usability, and (4) revision based on empirical feedback. The reliability of the rubric was assessed using Cronbach’s alpha internal consistency coefficient (α = 0.859) and Kendall’s coefficient of concordance (W). The results showed W = 0.84 for the first rater group and W = 0.79 for the second rater group, indicating a high level of inter-rater agreement and supporting the consistent applicability of the rubric across different raters. Expert evaluations demonstrated that the Turkish version of the rubric retained conceptual consistency with the original structure and was appropriately adapted to the Turkish educational context. The high Cronbach’s alpha value indicated strong internal consistency, while the Kendall’s W coefficients confirmed satisfactory inter-rater consensus. These findings suggest that the Turkish version of the rubric possesses both measurement reliability and structural validity. As a result, the Turkish form of the Rubric for Evaluating Essential Features of Classroom Inquiry in Instructional Materials was adapted as a valid and reliable assessment tool for use in educational research and practice. The rubric can be effectively used to evaluate the inquiry-based features of instructional materials developed for various grade levels. This study provides an important methodological contribution to the assessment of inquiry-based instructional practices in Türkiye.