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Background: Measuring students' attitudes toward online exams is crucial, especially in the context of emergency transitions to online learning and the impact of external factors such as the COVID-19 pandemic. Students' perspectives on online examination practices in higher education institutions are significant in understanding students' attitudes and perceptions of online exams for effective implementation. Method: During the developmental phase of the  \n1 Corresponding author, responsible for methodology, writing-review, and editing, and supervision.  \n2 Co-author, responsible for formal analysis, investigation, and software.  \n3 Co-author, responsible for conceptualization, writing-original draft, resources, and data curation.  \n4 Co-author, responsible for data curation, and visualization.  \n5 Co-author, responsible for writing-original draft.  \nscale, 13 items were created and presented for expert opinion. The scale propositions are designed to question the compliance of the courses with the curricula in the online education process, the transparency of online exams, and the University's technological infrastructure for online exams. The participants in the study consist of 1095 students studying in different programs at the Vocational Schools of three foundation universities in Istanbul, and they were reached via e-mail. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Findings: The results obtained prove that the 13-question scale is valid and reliable and is a good measurement to determine university students' attitudes to online exams. Implications for Research and Practice: Attitudes are likely determinants of academic achievement. Furthermore, utilizing e-tests positively impacts higher education students'performance and participation in online testing. Therefore, it is essential to consider students' attitudes towards online exams to increase academic success in online courses and provide better learning outcomes. Thus, scale development plays a pivotal role in advancing knowledge within specific domains of social science research, and it is integral to ensuring the quality and reliability of online exam instruments used in higher education.  \nKeywords: Distance education and online learning, Mobile Learning, Evaluation methodologies.  \n1. INTRODUCTION  \nWorld Health Organization (WHO) classified Covid-19 as a global pandemic (WHO, 2020) that has also affected Turkey as of March 11, 2020 (Ministry of Health, 2020) . To reduce the spread and impact of the pandemic, one of the decisions is to interrupt face-toface education in schools and switc","cbCailaJniAa7she","https://ap.wps.com/l/cbCailaJniAa7she","pdf",470332,13,"English","# Abstract\n## Purpose\n## Background\n## Method\n## Findings\n## Implications\n# Introduction","[{\"question\":\"What is the purpose of the scale developed in this study?\",\"answer\":\"The study aims to develop and validate a scale that determines university students’ attitudes toward assessment and evaluation in online exams.\"},{\"question\":\"How was the scale developed and validated?\",\"answer\":\"During the development phase, 13 items were created based on expert opinion. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were then conducted to test validity and reliability.\"},{\"question\":\"What do the findings indicate about the scale?\",\"answer\":\"Results show that the 13-item scale is valid and reliable and serves as a good measurement of university students’ attitudes to online exams.\"}]","A SCALE DEVELOPMENT TO DETERMINE UNIVERSITY STUDENTS' ATTITUDES TO ONLINE EXAMS ASSESSMENT | PDF",1792066875,33]