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Curriculum adaptation portrays the way teachers ‘tweak’ the curriculum. The findings of related studies are based solely on qualitative data, and there is no instrument that can determine curriculum adaptation patterns. Based on this gap, the aim of this study is to develop the Curriculum Adaptation Patterns Scale (CAPS). After examining the qualitative studies, 113 draft items were created in eight adaptation patterns. Drawing on the experts and discussions, the dimensions and number of items were reduced. In the first pilot study ( n  = 322), a three-dimensional structure explaining 52% of the total variance was obtained. CAPS was re-applied on 361 teachers for confirmatory factor analysis and the fit indices corresponded to sufficient. The three emerging factors are named as ‘omitting’, ‘extending’ and ‘replacing or revising’. The reliability coefficients for these factors are also adequate (0.87, 0.72 and 0.85, respectively). The analyses indicate that the CAPS can be used for examining teachers’ curriculum adaptation patterns.

Teachers’ curriculum adaptation patterns: a scale development study