Effective variables that predict 5th grade Turkish students’ success in listening comprehension of Turkish Language

The aim of this quantitative study was to scrutinize the significance levels in logistic regression model used for classifying Turkish listening comprehension success (successful/unsuccessful) of the 5th grade Turkish students taking compulsory Turkish language course. The study was conducted with 286 students at 5th grade in six different private schools in Ankara, Turkey in 2017-2018 school year. In the study, Reading and Listening Comprehension Test and Student Information Questionnaire were utilized as the data collection tools. The study was based on the relational screening model. For the data analysis the Logistic Regression analysis was used. As a result of the analysis, in terms of the probability of predicting whether Turkish students were successful in Turkish listening comprehension or not; it was observed that the variables such as gender, success in reading, time-frequency allocated to in-class and out-of-class activities, note-taking while listening, listening homework, and how many books each student has were significantly effective

Factors affecting the listening skill

AbstractListening skill constitutes the basic structure for all the courses in primary education. So in people's lives, it is indispensable for them to be able to understand what they listen effectively. Improving students’ listening skills effectively is strongly related to being aware of the factors which have an effect on their listening performance. The purpose of this study is to define the factors that affect fifth grade students’ listening skills. In this study in order to collect data, Listening Comprehension Test, Students Characteristics Questionnaire, In-class Listening Tasks Scale, Out-of-class Listening Tasks Scale, and Students’ Views on Listening Skill Scale were used. At the end of the study it was found out that “number of juvenile books at home”, “number of books at home”, “time spent reading books”, “time spent reading newspaper” and “time spent listening to radio” have significant effects on fifth grade students’ success in their listening performance

Evaluation of university students’ rating behaviors in self and peer rating process via many facet rasch model

Purpose: When self and peer assessment methods become commonly used in the teaching process, the most important problem turns out to be the reliability of the ratings acquired from these sources. Increasing the rater reliability has great importance in the performance evaluation for the reliability of the measurement. This study aimed to determine rater behaviors university students display in the process of self and peer assessment. The research was based on a descriptive model. The participants were 58 students at the Guidance and Psychological Counseling Program in 2017-2018 academic year at a foundation university in Ankara. Findings: Many Facet Rasch Model (MFRM) analysis was applied, and no statistically significant difference of raters' severity and leniency behaviors in the ratings was observed in terms of gender, but there was a statistically significant difference based on the rater types (self and peer). The raters seemed to be more lenient in self-assessments. The study also showed that while raters showed central tendency behavior on individual level, they did not show such tendency at the group level. It was concluded that individuals' ratings are more biased than group ratings when they evaluate group performance. Implications for Research and Practice: Some of the raters had differentiating rating behaviors based on the groups. The teacher candidates made systematic mistakes in the performance evaluation process and showed behaviors that had negative effect on the validity of the rating. It is important for the raters to conduct studies to reduce the scoring bias of the raters. (C) 2020 Ani Publishing Ltd. All rights reserve

Effective variables that predict 5th grade Turkish students’ success in listening comprehension of Turkish language: Turkish students’ success in listening comprehension of Turkish language

The aim of this study is to present the significance levels in logistic regression model, which is useful in classifying listening comprehension success (successful/unsuccessful) of the 5th grade primary level students taking compulsory Turkish lesson. The study is conducted with 286 students studying at the 5th grade at 6 in different private primary schools. As data collection tools, Reading and Listening Comprehension Test and Student Information Questionnaire were used in the study. The study is based on relational screening model, which takes place among research screening models. Logistic regression analysis was used to analyze the data. As a result of the analysis, at the probability of predicting whether students are successful in listening comprehension or not; it was observed that variables such as gender, success in reading, time-frequency allocated to in-class and out-of-class activities, note-taking while listening, listening homework, and how many books each student has are significantly effective

Examining the differential rater functioning in the process of assessing writing skills of middle school 7th grade students

When students present writing tasks that require higher order thinking skills to work, one of the most important problems is scoring these writing tasks objectively. The fact that raters give scores below or above their performance based on several environmental factors affects the consistency of the measurements. Inconsistencies in scoring negatively affect the validity and reliability of student performance and cause the scores obtained to be questioned. In regard to the validity and reliability of these measurements, it is significant to identify the rater behavior and correct the sources of error. This study aims to analyze the differential rater functioning (DRF), which is one of the problematic rater behaviors, in evaluating compositions written by middle school 7th-grade students within the scope of the Turkish course. 86 students attending a public school were participated the study. Students' compositions were rated using an analytical rubric by 8 teachers from different institutions. In this correlational research, the many facet Rasch model was used, and five variables including students, raters’ and, students’ gender, students’ qualification, and evaluation criteria were examined. it was examined whether the raters show DRF on an individual and group basis based on the dual interaction analysis, including the gender of the student x rater and the student's competence x rater. The findings have revealed that DRF at the group level does not interfere with the measurements, while the individual level DRF is involved in the measurements. It was determined that the level of DRF mixing in the measurements of successful students was the lowest. Especially rigid and lenient raters were found to show DRF. In the present study, it was observed that the raters showing DRF was also the most lenient raters, while these raters did not show DRF in terms of the gender of the studen