PISA 2012 Türkiye Örnekleminde Matematiksel Davranış ve Matematik Okuryazarlığını Etkileyen Değişkenlerin Çok Gruplu Hibrit Modelleme ile İncelenmesi

This study aims to test the hybrid model structured by the variables of instrumental motivation for mathematics, mathematics self-concept, mathematics self-efficacy, mathematics anxiety and mathematics interest that are considered to have affected mathematics behavior and mathematics literacy of the PISA 2012 Turkey sample, and to examine if the model varies in terms of gender and school type (general high school, Anatolian school and vocational high school). The population of this correlational study consists of 4848 students who attended PISA 2012 from Turkey and the sample consists of 15-year-old 1441 students who took B form of the Student Questionnaire. PISA 2012 “Student Questionnaire-B Form” and “Mathematics Literacy Test” were used as data collecting tools in the research. When fit indices were analyzed, it was found that model-data fit was achieved for the hybrid model structured at the first phase and the model didn’t vary according to gender and school type. In addition, when path coefficients were examined, it was seen that mathematics self-efficacy was the best predictor of the mathematics literacy variable and mathematics interest was the best predictor of the mathematics behavior variable. It was observed that mathematics self-efficacy had a great positive effect in predicting mathematics literacy, and mathematics interest had a great positive effect in predicting mathematics behavior. The results of the study revealed that structured model explained 44% of the mathematics behavior and 39% of the mathematics literacy.Bu araştırmanın amacı PISA 2012 Türkiye örnekleminde matematiksel davranış ve matematik okuryazarlığını etkilediği düşünülen araçsal motivasyon, matematik benlik kavramı, matematik özyeterliği, matematik kaygısı, matematik ilgisi değişkenleri ile birlikte tanımlanan hibrit modeli test etmek ve modelin cinsiyet ve okul türü (genel lise, anadolu lisesi, meslek lisesi) açısından farklılaşıp farklılaşmadığını incelemektir. Bu doğrultuda yapılan ilişkisel araştırmanın evrenini PISA 2012’ye Türkiye’den katılan 4848 öğrenci, örneklemini ise Öğrenci Anketi’nin B formunu alan 15 yaş grubu 1441 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak PISA 2012 “Öğrenci Anketi-B formu” ve “Matematik Okuryazarlığı Testi” kullanılmıştır. Uyum indeksleri incelendiğinde ilk aşamada kurulan hibrit model ve her bir grup için model-veri uyumunun sağlandığı ve cinsiyet ile okul türü açısından modelin farklılaşmadığı görülmüştür. Ayrıca yol katsayıları incelendiğinde matematik okuryazarlığı değişkeninin en iyi yordayıcısının matematik özyeterliği olduğu ve matematiksel davranış değişkeninin en iyi yordayıcısının matematik ilgisi olduğu görülmüştür. Matematik özyeterliğinin matematik okuryazarlığını yordamada ve matematik ilgisinin ise matematiksel davranışı yordamada pozitif düzeyde büyük etkiye sahip olduğu gözlemlenmiştir. Araştırmanın sonucunda kurulan modelin matematiksel davranışın %44’ünü, matematik okuryazarlığının ise %39’unu açıkladığı görülmüştür

Using generalizability theory to investigate the reliability of peer assessment

In this study, the effectiveness of peer assessment, which has an important role in measurement and evaluation, was attempted to be defined. For this purpose, performance task, which is one of the alternative assessment techniques, was evaluated with the help of a scoring rubric prepared by the researchers.  As a basic research, the working group was 41 sophomore students and their instructor. Three of 41 students were acted as rater and they rated their 38 peers’ performances with the instructor. The analysis of the data was carried out by using fully crossed two-facet design (sxtxr) of generalizability theory in three steps: G-studies for peer and peers-instructor ratings and D-study for peer ratings. According to the results of the G studies, the reliability coefficient obtained from the peer ratings and peer-instructor ratings were quite high (0.86 and 0.82 respectively). According to the result of the D study of peer ratings, just two peer raters are enough for getting high reliability coefficient. With the help of the gained results, it is suggested that peer assessment, which is effective on learning and decision making processes of students, should be used more often in education systems

An Analysis of Peer Assessment through Many Facet Rasch Model

This study analyses peer assessment through many facet Rasch model (MFRM). The research was performed with 91 undergraduate students and with lecturer teaching the course. The research data were collected with holistic rubric employed by 6 peers and the lecturer in rating the projects prepared by 85 students taking the course. This study analyses raters, measurements for students who are rated, criteria used in rating and extent to which rubrics fulfil their function. Moreover, it also investigates effects of peers’ levels of achievement on the process. In consequence, it was found that raters differed in the levels of strictness and generosity in rating, and that students were distinguished adequately in terms of the property measured. Besides, a very high level of reliability value was estimated in relation to the criteria in the study.  This was interpreted as that they functioned in a reliable way in distinguishing between students’ performances. It was found in the analyses of achievement levels of peers taking part in peer assessment that ratings made by students with high levels of achievement differed significantly from those made by students with medium or low level of achievement. Finally, the views about peer assessment were generally positive. Keywords: peer assessment, many facet Rasch model, levels of peer achievement, rubri

The Examination of Item Difficulty Distribution, Test Length and Sample Size in Different Ability Distribution

This is a post-hoc simulation study which investigates the effect of different item difficulty distributions, sample sizes, and test lengths on measurement precision while estimating the examinee parameters in right and left-skewed distributions. First of all, the examinee parameters were obtained from 20-item real test results for the right-skewed and left-skewed sample groups of 500, 1000, 2500, 5000, and 10000. In the second phase of the study, four different tests were formed according to the b parameter values: normal, uniform, left skewed and right skewed distributions. A total of 80 conditions were formed within the scope of this research by selecting 20-item and 30-item condition as the test length variable. In determining the measurement precision, the RMSE and AAD values were calculated. The results were evaluated in terms of the item difficulty distributions, sample sizes, and test lengths. As a result, in right-skewed examinee distribution, the highest measurement precision was obtained at the normal b distribution and the lowest measurement precision was obtained at the right skewed b distribution. A higher measurement precision was obtained in the 30-item test, however, it was observed that the change in the sample size didn’t affect the measurement precision significantly in right-skewed examinee distribution. In the left skewed distribution, the highest measurement precision was obtained at the normal b distribution and the lowest measurement precision was obtained at the left-skewed b distribution. Also it was observed that the change in the sample size and test length didn’t affect the measurement precision significantly in the left-skewed distribution

Öğretmen Adaylarının Başarılarının Değerlendirilmesinde Tercih Ettikleri Ölçme Araçlarının Belirlenmesi

The aim of this study is to determine the measurement tool preferences of pre-service teachers for the evaluation of their achievement via sorting judgments scaling method. In the study, an instrument was developed and used to collect data about the education faculty students’ assessment preferences. By using this instrument, pre-service teachers were asked to state their assessment preferences among the eight measurement tools given to them. The sample of the study was 163 pre-service students from five different departments of Faculty of Education of Hacettepe University in 2010-2011 academic year. According to the results of the study, it was concluded that the true-false test were the most preferred tools; on the other hand, performance tasks were the least preferred ones. When the results of the study examined deeply, it was found that the classical measurement tools were preferred more than the alternative tool