Competencies that constitute the instructional design profession and how these competencies should be measured have been of interest to researchers for many years. Among the competency sets developed to date, the ibstpi^® instructional designer competencies have been widely used by researchers, practitioners, educational programs, and employers in the field of Instructional Design and Technology. The purpose of this study was to investigate whether the ibstpi^® instructional design competency set could be used as a self-report instrument to measure instructional design competencies. For this purpose, we assigned a five-point scale to the ibstpi^® competency set and investigated the construct validity of the resulting instrument by administering it to a sample of future professionals. We used a robust method to translate the competency set into Turkish and recruited 820 junior and senior students who were enrolled in a degree program in Computer Education and Instructional Technology in Turkey. The conceptual framework of the competency set was used to develop three models to be tested via a series of Confirmatory Factor Analysis. All three models showed a good fit to the data and factors had above satisfactory internal consistency reliability and convergent validity. Although the factors in three models did not show a perfect discriminant validity, we argue that the instrument can be used to measure instructional design competencies. Discussion and implications of the findings are provided.

多年来，构成教学设计专业的能力以及如何衡量这些能力一直是研究人员的兴趣所在。在迄今为止开发的能力集中，ibstpi ^®教学设计师能力已被教学设计和技术领域的研究人员、从业人员、教育计划和雇主广泛使用。本研究的目的是调查 ibstpi ^®教学设计能力集是否可以用作衡量教学设计能力的自我报告工具。为此，我们为 ibstpi ^®分配了五分制通过对未来专业人士的样本进行管理，能力设置并调查了由此产生的工具的结构有效性。我们使用稳健的方法将能力集翻译成土耳其语，并招募了 820 名在土耳其攻读计算机教育和教学技术学位课程的初中和高中学生。能力集的概念框架用于开发三个模型，通过一系列验证性因素分析进行​​测试。三个模型均显示出与数据的良好拟合，并且因素具有令人满意的内部一致性信度和收敛效度。虽然三个模型中的因素没有表现出完美的区分效度，但我们认为该工具可用于衡量教学设计能力。