摘要：The aim of this study is to determine the validity and reliability of the evaluation scale developed by the researchers based on the principles of Stufflebeam’s CIPP Evaluation Model to investigate the students’ satisfaction levels of foreign language distance education curriculum. To explore the content and face validity of the scale, opinions of the experts were asked. The scale, whose content, face and language validity checks were performed, was applied to 250 students, whose were studying in Bülent Ecevit University Faculty of Theology and Faculty of Arts and Sciences Department of Turkish Language and Literature taking English Language I course during 2015-2016 fall term. As a result of the explanatory factor analysis, which was conducted to explore construct validity of the scale, it was found out that scale had four factors consisting of context, input, process and product components and had 36 items. The total variance explained by these four factors was %62.69. Examining whether each factor was measuring a single idea and whether the items that made up the factors were internally consistent, internal reliability data was obtained through Cronbach’s alpha coefficient among the four factors. The reliability coefficients of four components ranged from 0.87 to 0.94 and the reliability coefficient of the whole scale was found as 0.96. Besides, item-total correlation of scale items ranged from 0.50 to 0.76. It was seen from the results that the scale is a valid and reliable curriculum evaluation instrument and can be used in the field of education to investigate the students’ satisfaction levels on distance education curriculums of foreign language.
