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Determining Factors Influencing Middle School Teachers in Demonstrating Test Score Inflation

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Title: Determining Factors Influencing Middle School Teachers in Demonstrating Test Score Inflation
Language: English
Authors: Deniz Gökçe Güngör (ORCID 0000-0002-3783-9243), Ömer Kutlu (ORCID 0000-0003-4364-5629)
Source: International Journal of Assessment Tools in Education. 2026 13(1):45-65.
Availability: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 5
Intermediate Grades
Grade 6
Grade 7
Grade 8
Descriptors: Middle School Teachers, Scores, Grade Inflation, Influences, Foreign Countries, Private School Teachers, Public School Teachers, Mathematics Teachers, Science Teachers, Social Studies, Grade 5, Grade 6, Grade 7, Grade 8, Measures (Individuals), Teacher Behavior, Teacher Characteristics, Predictor Variables, Achievement Tests, Grading, Academic Achievement
Geographic Terms: Turkey
ISSN: 2148-7456
Abstract: This study examines the determinants of test score inflation among middle school teachers within Türkiye's exam-driven education system. Test score inflation -- defined as increasing students' scores beyond actual performance due to internal or external pressures -- poses challenges for fairness, validity, and instructional integrity. To investigate its underlying factors, the researchers developed and validated the Test Score Inflation Scale following DeVellis's (2012) framework. The 20-item, three-factor instrument (Avoidance of Pressure, Student Support, Fairness) demonstrated strong psychometric properties ([alpha] = 0.81-0.89; [omega] = 0.97; KMO = 0.855). Data were collected from 507 teachers of Turkish, Mathematics, Science, and Social Studies across public and private schools. Multivariate analyses (MANOVA, multiple regression) revealed significant effects of gender and school type: female teachers and those in private institutions exhibited higher inflation tendencies across all subscales. Conversely, seniority, postgraduate education, managerial role, and subject area showed no significant influence. Regression models indicated that individual (gender, school type) and contextual (physical and sociological characteristics of schools) factors jointly explained 38% of total variance (R[superscript 2] = 0.25-0.31 across subscales). Findings suggest that inflation behaviors may reflect adaptive responses to institutional pressures rather than deliberate misconduct. The results underscore the need for policies that promote process-oriented assessment, ethical grading dialogue among teachers, and improved resource conditions that reduce pressure to inflate scores. Future research should validate the scale across contexts and employ longitudinal or mixed-method designs to explore how institutional dynamics and professional norms shape teachers' assessment integrity.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496094
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Determining Factors Influencing Middle School Teachers in Demonstrating Test Score Inflation
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Deniz+Gökçe+Güngör%22">Deniz Gökçe Güngör</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3783-9243">0000-0002-3783-9243</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ömer+Kutlu%22">Ömer Kutlu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4364-5629">0000-0003-4364-5629</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Assessment+Tools+in+Education%22"><i>International Journal of Assessment Tools in Education</i></searchLink>. 2026 13(1):45-65.
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  Data: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
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  Data: Y
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  Data: 21
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Inflation%22">Grade Inflation</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Private+School+Teachers%22">Private School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2148-7456
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines the determinants of test score inflation among middle school teachers within Türkiye's exam-driven education system. Test score inflation -- defined as increasing students' scores beyond actual performance due to internal or external pressures -- poses challenges for fairness, validity, and instructional integrity. To investigate its underlying factors, the researchers developed and validated the Test Score Inflation Scale following DeVellis's (2012) framework. The 20-item, three-factor instrument (Avoidance of Pressure, Student Support, Fairness) demonstrated strong psychometric properties ([alpha] = 0.81-0.89; [omega] = 0.97; KMO = 0.855). Data were collected from 507 teachers of Turkish, Mathematics, Science, and Social Studies across public and private schools. Multivariate analyses (MANOVA, multiple regression) revealed significant effects of gender and school type: female teachers and those in private institutions exhibited higher inflation tendencies across all subscales. Conversely, seniority, postgraduate education, managerial role, and subject area showed no significant influence. Regression models indicated that individual (gender, school type) and contextual (physical and sociological characteristics of schools) factors jointly explained 38% of total variance (R[superscript 2] = 0.25-0.31 across subscales). Findings suggest that inflation behaviors may reflect adaptive responses to institutional pressures rather than deliberate misconduct. The results underscore the need for policies that promote process-oriented assessment, ethical grading dialogue among teachers, and improved resource conditions that reduce pressure to inflate scores. Future research should validate the scale across contexts and employ longitudinal or mixed-method designs to explore how institutional dynamics and professional norms shape teachers' assessment integrity.
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  Label: Abstractor
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  Label: Entry Date
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  Data: 2026
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  Data: EJ1496094
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496094
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 45
    Subjects:
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Grade Inflation
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Private School Teachers
        Type: general
      – SubjectFull: Public School Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Social Studies
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Grading
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Determining Factors Influencing Middle School Teachers in Demonstrating Test Score Inflation
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              Y: 2026
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