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Journals / International Journal of Assessment Tools in Education / 2026 / Volume: 13 Issue: 2

Developing a teacher collaboration scale based on item response theory

Yeliz Özkan Hıdıroğlu(PAMUKKALE UNIVERSITY)0000-0002-5176-1235
Eren Can Aybek(PAMUKKALE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-3040-2337
Pages
—
Publication Date
2026-02-27
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Additionally, Differential Item Functioning analysis revealed no gender bias, confirming the scale was a valid and reliable instrument.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to develop a psychometrically sound Teacher Collaboration Scale based on Item Response Theory.
📊
Key Findings & Data:The data obtained from 461 teachers were analyzed, and items were calibrated using Samejima’s Graded Response Model.
💡
Conclusion & Impact:Additionally, Differential Item Functioning analysis revealed no gender bias, confirming the scale was a valid and reliable instrument.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Item response theory · Graded response model · Scale development

Abstract

The purpose of this study is to develop a psychometrically sound Teacher Collaboration Scale based on Item Response Theory. The data obtained from 461 teachers were analyzed, and items were calibrated using Samejima’s Graded Response Model. Exploratory Factor Analysis confirmed a unidimensional structure explaining 53.51% of the variance, while local independence and item-model fit were rigorously tested. The final 18-item scale demonstrated high discrimination parameters ranging from 1.815 to 4.777. The analysis of the test information function indicated that the scale provided the highest precision and reliability for teachers with collaboration levels between -3 and +1 theta. Additionally, Differential Item Functioning analysis revealed no gender bias, confirming the scale was a valid and reliable instrument.

Özet

The purpose of this study is to develop a psychometrically sound Teacher Collaboration Scale based on Item Response Theory. The data obtained from 461 teachers were analyzed, and items were calibrated using Samejima’s Graded Response Model. Exploratory Factor Analysis confirmed a unidimensional structure explaining 53.51% of the variance, while local independence and item-model fit were rigorously tested. The final 18-item scale demonstrated high discrimination parameters ranging from 1.815 to 4.777. The analysis of the test information function indicated that the scale provided the highest precision and reliability for teachers with collaboration levels between -3 and +1 theta. Additionally, Differential Item Functioning analysis revealed no gender bias, confirming the scale was a valid and reliable instrument.

🔖

Cite This Article

Hıdıroğlu, Y. Ö., Aybek, E. C. (2026). Developing a teacher collaboration scale based on item response theory. International Journal of Assessment Tools in Education, Volume: 13 Issue: 2. https://doi.org/10.21449/ijate.1683080

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