Turkish Validity and Reliability of Peer Evaluation Scale in Team-Based Learning

Abstract

Objective: This study was conducted to adapt the “Peer Evaluation Scale in Team-Based Learning” into Turkish for use with students enrolled in health programs. Participants included students from four distinct health programs. Methods: This research was conducted as a methodological study. Following the pilot study (n = 117), the scale was administered to a larger sample for the main psychometric analyses, yielding data from 590 participants. Data were collected using the “Personal Information Form,” the draft “Peer Evaluation Scale for Team-Based Learning,” and “Visual Analog Scale for Peer Evaluation”. The data were analyzed using the content validity index, confirmatory factor analysis, and reliability analysis. Results: The fit index values of the scale were x2/df=4.617, GFI=0.936, AGFI=0.900, CFI=0.950, RMSEA=0.078, RMR=0.019, SRMR=0.0382, NFI=0.937, TLI=0.933, IFI=0.950, PGFI=0.600, PNFI=0.710. Cronbach’s Alpha values were 0.832 for the “Responsibility” sub-dimension, 0.808 for the “Initiative” sub-dimension, and 0.757 for the “Cooperation” sub-dimension. The Cronbach's Alpha for the total scale was 0.921. The Turkish version of the 12-item, 3-subdimensional scale was validated without any alterations to the original scale structure. Conclusion: The Turkish version of the Peer Review Scale for Team-based Learning demonstrates validity and reliability for use in Turkish populations. These findings support the use of the Turkish version of the Peer Review Scale for Team-Based Learning as a valid and reliable tool for assessing peer evaluation in team-based learning settings in both research and educational practice. © 2026, Ataturk Universitesi. All rights reserved.