{"title":"Evaluation of Short Term Memory Span Function In Children","authors":"Barış Ergül, A. Yavuz, Ebru Gündoğan Aşik","doi":"10.21031/epod.280208","DOIUrl":"https://doi.org/10.21031/epod.280208","url":null,"abstract":"","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68252359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this research the effect of mastery learning model on academic achievement of students is investigated. Whether the effect of mastery learning on academic achievement changes according to the field and education level or not is also investigated. This research is a meta-analysis study and consists of 24 research (dissertations, articles and oral presentations). According to the results of the study, all of the studies have positive (+) effect size. It was found that 50% of the studies that were included to the meta-analysis had huge effect size, 29,17% of them showed large, 12,5% of them showed middle and 8,33% of them showed very large effect size. According to random effect model, average effect size of the studies that were included to this research is calculated as 1,546. According to this finding, mastery learning approach has a very high and positive effect on academic achievement of students. While the academic achievement of the students doesn’t change in terms of the fields that the lessons applied; a significant difference is found in terms of education level. Mastery learning approach has a huge effect on academic achievement for primary school and high school level.
{"title":"The Effect of Mastery Learning Model on Students Academic Achievement: A Meta-Analysis Study","authors":"Tarık Başar, İlkay Aşkin Tekkol, S. Gelbal","doi":"10.21031/epod.277891","DOIUrl":"https://doi.org/10.21031/epod.277891","url":null,"abstract":"In this research the effect of mastery learning model on academic achievement of students is investigated. Whether the effect of mastery learning on academic achievement changes according to the field and education level or not is also investigated. This research is a meta-analysis study and consists of 24 research (dissertations, articles and oral presentations). According to the results of the study, all of the studies have positive (+) effect size. It was found that 50% of the studies that were included to the meta-analysis had huge effect size, 29,17% of them showed large, 12,5% of them showed middle and 8,33% of them showed very large effect size. According to random effect model, average effect size of the studies that were included to this research is calculated as 1,546. According to this finding, mastery learning approach has a very high and positive effect on academic achievement of students. While the academic achievement of the students doesn’t change in terms of the fields that the lessons applied; a significant difference is found in terms of education level. Mastery learning approach has a huge effect on academic achievement for primary school and high school level.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68252630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, Perceived Competence Scale was developed to measure high school students' perceived competence. Scale development process was verified on three different samples. Participants of the research are some high school students in 2011-2012 academic terms from Ankara. Participants' numbers are incorporated in exploratory factor analysis, confirmatory factor analysis and test-retest reliability respectively, as follows: 372, 668 and 75. Internal consistency coefficients (Cronbach's and stratified α) are calculated separately for each group. For data analysis Factor 8.02 and LISREL 8.70 package programs were used. According to results of the analyses, internal consistency coefficients (α) are .90 - .93 for academic competence, .82 - .86 for social competence in the samples that exploratory and confirmatory factor analysis performed. For the whole scale internal consistency coefficient (stratified α) is calculated as .91. As a result of test-retest reliability, adjusted correlation coefficients (r) are .94 for social competence and .90 for academic competence. In addition, to fit indexes and regression weights obtained from factor analysis, findings related convergent and discriminant validity, indicating that competence can be addressed in two dimensions which are academic (16 items) and social (14 items).
{"title":"[Developing Perceived Competence Scale (PCS) for Adolescents].","authors":"Arif Özer, Dilek Gençtanirim Kurt, Seval Kizildağ, Selen Demırtaş Zorbaz, Fatma Arici Şahın, Tülin Acar, Tuncay Ergene","doi":"10.21031/epod.17205","DOIUrl":"https://doi.org/10.21031/epod.17205","url":null,"abstract":"<p><p>In this study, Perceived Competence Scale was developed to measure high school students' perceived competence. Scale development process was verified on three different samples. Participants of the research are some high school students in 2011-2012 academic terms from Ankara. Participants' numbers are incorporated in exploratory factor analysis, confirmatory factor analysis and test-retest reliability respectively, as follows: 372, 668 and 75. Internal consistency coefficients (Cronbach's and stratified α) are calculated separately for each group. For data analysis Factor 8.02 and LISREL 8.70 package programs were used. According to results of the analyses, internal consistency coefficients (α) are .90 - .93 for academic competence, .82 - .86 for social competence in the samples that exploratory and confirmatory factor analysis performed. For the whole scale internal consistency coefficient (stratified α) is calculated as .91. As a result of test-retest reliability, adjusted correlation coefficients (r) are .94 for social competence and .90 for academic competence. In addition, to fit indexes and regression weights obtained from factor analysis, findings related convergent and discriminant validity, indicating that competence can be addressed in two dimensions which are academic (16 items) and social (14 items).</p>","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4966535/pdf/nihms798814.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34723980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu calismada Maslach ve Jackson tarafindan gelistirilen Maslach Tukenmislik Envanteri’nin bazi degisikliklerle Maslach, Jackson ve Schwab tarafindan egitimcilere uyarlanmasi sonucunda elde edilen Maslach Tukenmislik Envanteri-Egitimci Formu’nu Turkce’ye uyarlama calismasinin yapilmasi amaclanmistir. Arastirmanin calisma grubunu Ankara ilinin merkez ve tasra ilcelerinde calisan 760 sinif ogretmeni olusturmaktadir. Ozgun formu 7’li Likert tipinde 22 maddeden ve 3 boyuttan (duygusal tukenme, duyarsizlasma ve kisisel basari) olusan envanterin Turkce formunun uygulandigi calisma grubunda yapilan gecerlik ve guvenirlik calismalari envanterin ozgun yapisinin korundugunu gostermektedir. Her bir alt boyut icin ayri ayri hesaplanan Cronbach Alpha katsayisi duygusal tukenme boyutu icin 0.88, duyarsizlasma boyutu icin 0.78, kisisel basari boyutu icin 0.74 olarak bulunmustur. Madde-toplam korelasyonlari dikkate alindiginda envanterde yer alan maddelerin iyi bir ayirt edicilige sahip oldugu anlasilmaktadir. Yapi gecerligi icin uygulanan dogrulayici faktor analizi sonucunda elde edilen AGFI, GFI, RMSEA, CFI ve NFI gibi uyum indeksleri dogrulamak icin kurulan modelin kabul edilebilir uyum duzeyine sahip oldugunu gostermektedir.
在这个calima中，由Jackson开发的Maslach Tukenmislik旨在解决Maslach、Jackson和Schwab在实施过程中的一些缺点，因为Maslach-Tukenmisli Envanteric Egitimci Form适应了土耳其。阿拉斯蒂尔曼的体操团是安卡拉省的中心，设计中有760个级别。Ozgun formu 7'li Likert tipinde 22 madeden ve 3 boyutan（duyguary tukenme，duyarsiplasma ve kissiel basari）olusan envanter in Turkce formun维吾尔族calima grunda yapilan gecerik ve guvenirlik calismalari envanter en Ozgun yapisinin korundugunu gostermektedir。对于每个子维度，计算出的Cronbach Alpha乘数为0.88，即0.78，即0.7。当我们保管资产时，放在信封上的物质有一个良好的声明。作为应用于后期Yap的调整因子分析的结果，用于调整AGFI、GFI、RMSEA、CFI和NFI等合规指数的模型具有兼容的方法。
{"title":"Maslach Tükenmişlik Envanteri-Eğitimci Formu’nu Türkçe’ye Uyarlama Çalışması","authors":"Nuri Barış Ince, A. Şahin","doi":"10.21031/EPOD.97301","DOIUrl":"https://doi.org/10.21031/EPOD.97301","url":null,"abstract":"Bu calismada Maslach ve Jackson tarafindan gelistirilen Maslach Tukenmislik Envanteri’nin bazi degisikliklerle Maslach, Jackson ve Schwab tarafindan egitimcilere uyarlanmasi sonucunda elde edilen Maslach Tukenmislik Envanteri-Egitimci Formu’nu Turkce’ye uyarlama calismasinin yapilmasi amaclanmistir. Arastirmanin calisma grubunu Ankara ilinin merkez ve tasra ilcelerinde calisan 760 sinif ogretmeni olusturmaktadir. Ozgun formu 7’li Likert tipinde 22 maddeden ve 3 boyuttan (duygusal tukenme, duyarsizlasma ve kisisel basari) olusan envanterin Turkce formunun uygulandigi calisma grubunda yapilan gecerlik ve guvenirlik calismalari envanterin ozgun yapisinin korundugunu gostermektedir. Her bir alt boyut icin ayri ayri hesaplanan Cronbach Alpha katsayisi duygusal tukenme boyutu icin 0.88, duyarsizlasma boyutu icin 0.78, kisisel basari boyutu icin 0.74 olarak bulunmustur. Madde-toplam korelasyonlari dikkate alindiginda envanterde yer alan maddelerin iyi bir ayirt edicilige sahip oldugu anlasilmaktadir. Yapi gecerligi icin uygulanan dogrulayici faktor analizi sonucunda elde edilen AGFI, GFI, RMSEA, CFI ve NFI gibi uyum indeksleri dogrulamak icin kurulan modelin kabul edilebilir uyum duzeyine sahip oldugunu gostermektedir.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68253173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu arastirmanin amaci, ogretmen adaylarinin degerlendirilme tercihlerinin siralama yargilarina dayali olarak olceklendirilmesi yontemiyle belirlenmesidir. Calismada veri toplama araci olarak, egitim fakultesi ogrencilerinin basarilarinin degerlendirilmesinde tercih ettikleri olcme araclarini belirlemeye yonelik gelistirilen arac kullanilmistir. Bu arac ile ogretmen adaylarinin sekiz tane olcme aracina iliskin tercihlerini belirtmeleri istenmistir. Arastirmaya, 2010-2011 ogretim yili guz doneminde Hacettepe Universitesi Egitim Fakultesi’nin bes farkli bolumunde ogrenim goren 163 ogrenci katilmistir. Arastirma sonuclarina gore ogretmen adaylarinin en cok dogru-yanlis testlerini, en az ise performans gorevlerini tercih ettikleri belirlenmistir. Sonuclar daha detayli incelendiginde ise geleneksel yaklasimlarin tamamlayici yaklasimlara gore daha ust siralarda tercih edildigi bulgusuna ulasilmistir.
{"title":"Öğretmen Adaylarının Başarılarının Değerlendirilmesinde Tercih Ettikleri Ölçme Araçlarının Belirlenmesi","authors":"Melek Gülşah Şahin, Nagihan Boztunç Öztürk, Gülşen Taşdelen Teker","doi":"10.21031/EPOD.30481","DOIUrl":"https://doi.org/10.21031/EPOD.30481","url":null,"abstract":"Bu arastirmanin amaci, ogretmen adaylarinin degerlendirilme tercihlerinin siralama yargilarina dayali olarak olceklendirilmesi yontemiyle belirlenmesidir. Calismada veri toplama araci olarak, egitim fakultesi ogrencilerinin basarilarinin degerlendirilmesinde tercih ettikleri olcme araclarini belirlemeye yonelik gelistirilen arac kullanilmistir. Bu arac ile ogretmen adaylarinin sekiz tane olcme aracina iliskin tercihlerini belirtmeleri istenmistir. Arastirmaya, 2010-2011 ogretim yili guz doneminde Hacettepe Universitesi Egitim Fakultesi’nin bes farkli bolumunde ogrenim goren 163 ogrenci katilmistir. Arastirma sonuclarina gore ogretmen adaylarinin en cok dogru-yanlis testlerini, en az ise performans gorevlerini tercih ettikleri belirlenmistir. Sonuclar daha detayli incelendiginde ise geleneksel yaklasimlarin tamamlayici yaklasimlara gore daha ust siralarda tercih edildigi bulgusuna ulasilmistir.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2015-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68252573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu arastirmada, 4. sinif ogrencilerinin, 5. siniflar icin MEB tarafindan belirlenen 15 secmeli dersi hangi sirayla tercih ettiklerini, tercih siralamasinin cinsiyet ve okul turu degiskenlerine gore farklilasip farklilasmadigini siralama yargilari kanunuyla olceklenmesi ile belirlemek amaclanmistir. Arastirma, Ankara ilinde ozel okul ve devlet okullarinda ogrenim goren toplam 316 ogrenci uzerinde yurutulmustur. Verilerin toplanmasinda arastirmacilar tarafindan gelistirilen “5. Sinif Secmeli Dersler Tercih Siralamasi Formu” kullanilmistir. Arastirma sonucunda, kiz ogrencilerin daha cok “Yabanci Dil” ve “Gorsel Sanatlar” derslerini, erkek ogrencilerin “Spor ve Fiziki Etkinlikler” ile “Zekâ Oyunlari” derslerini; devlet okulu ogrencilerinin daha cok “Kur’an-i Kerim” ve “Hz. Muhammed’in Hayati” derslerini, ozel okul ogrencilerinin ise “Spor ve Fiziki Etkinlikler” ile “Yabanci Dil” derslerini ilk siralarda tercih ettikleri gorulmustur. Bu durum, cinsiyet ve okul turu degiskenlerinin secmeli dersler tercih sirasinda farklilasmaya neden oldugunu gostermektedir.
在这种情况下，4。5.其目的是确定他们更愿意将性和学校课程与MEB区分开来，以及哪些巡回课程与法律没有区别。在安卡拉，共有316名毕业生出生在安卡拉的高中和公立学校。’5。Sinif Secmeli Dersler是首选的循环形式。调查结果显示，女生的食人魔开设了更多的“外国”和“戈尔塞尔艺术”课程，男生的食人魔则开设了“体育和物理活动”课程；devlet okulu ogrecilerin daha cok“Kuran-i Kerim”ve“Hz。Muhammed’in Hayati”derslerini，ozel okul ogrecilenin ise“Spor ve Fiziki Etkinlikler”ile“Yabanci Dil”derslerni ilk siralarda tercih ettikleri gorulmustur。这就是为什么性和学校之旅如此激动，以至于他们可以将自己与自己喜欢的圈子区分开来。
{"title":"5. Sınıf Seçmeli Ders Tercihlerinin Sıralama Yargıları Kanunuyla Ölçeklenmesi","authors":"Selda Örs Özdil, E. Kinay","doi":"10.21031/EPOD.30416","DOIUrl":"https://doi.org/10.21031/EPOD.30416","url":null,"abstract":"Bu arastirmada, 4. sinif ogrencilerinin, 5. siniflar icin MEB tarafindan belirlenen 15 secmeli dersi hangi sirayla tercih ettiklerini, tercih siralamasinin cinsiyet ve okul turu degiskenlerine gore farklilasip farklilasmadigini siralama yargilari kanunuyla olceklenmesi ile belirlemek amaclanmistir. Arastirma, Ankara ilinde ozel okul ve devlet okullarinda ogrenim goren toplam 316 ogrenci uzerinde yurutulmustur. Verilerin toplanmasinda arastirmacilar tarafindan gelistirilen “5. Sinif Secmeli Dersler Tercih Siralamasi Formu” kullanilmistir. Arastirma sonucunda, kiz ogrencilerin daha cok “Yabanci Dil” ve “Gorsel Sanatlar” derslerini, erkek ogrencilerin “Spor ve Fiziki Etkinlikler” ile “Zekâ Oyunlari” derslerini; devlet okulu ogrencilerinin daha cok “Kur’an-i Kerim” ve “Hz. Muhammed’in Hayati” derslerini, ozel okul ogrencilerinin ise “Spor ve Fiziki Etkinlikler” ile “Yabanci Dil” derslerini ilk siralarda tercih ettikleri gorulmustur. Bu durum, cinsiyet ve okul turu degiskenlerinin secmeli dersler tercih sirasinda farklilasmaya neden oldugunu gostermektedir.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2015-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68252541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu arastirmanin amaci, Ankara Universitesi’nde tum fakultelerde birinci sinif ogrencilerine uygulanmakta olan Bilgi ve Iletisim Teknolojileri dersi muafiyet sinavi testinin bilgisayar ortaminda bireye uyarlanmis test (BOBUT) olarak uygulanabilirligini arastirmaktir. Arastirmada iki temel asamada gerceklestirilmistir. Ilk asamada, hazirlanan maddeleri denemek ve simulatif BOBUT uygulamasinda uzerinde calisilacak verileri elde etmek uzere 1366 universite ogrencisiyle calisilmistir. Ikinci asamada ise, 142 universite birinci sinif ogrencisiyle canli (live) BOBUT ve kâgit-kalem testi uygulamasi gerceklestirilmistir. Arastirmada veri toplama araci olarak Bilgisayar Okuryazarlik (BILOKUR) testi kullanilmistir. Arastirmada toplanan verilerin madde tepki kurami’nin (MTK) 3 parametreli lojistik modeline uyum sagladigi tespit edilen 136 maddelik soru havuzu ile canli BOBUT uygulamasi yapilmistir. Arastirmanin bulgularina gore, simulatif BOBUT uygulamasinda kestirilen yeterlik kestirimlerine iliskin en yuksek guvenirlik olcusu, sabit madde sayisina gore test sonlandirma kosulunda bulunmustur. Ayrica kullanilan madde sayisi bakimindan, en az madde kullanimi, test sonlandirma kosulunun SH<0.50 oldugu durumda gerceklesmistir. En yuksek olabilirlik yontemine (EYOY) gore yeterlik kestiriminin uygulandigi BOBUT testinde ogrencilerin yeterlik olculeri, kâgit-kalem testinden elde edilenlere gore, ozellikle uc degerlerde daha guvenilir olcme sonuc vermis, standart hata degeri acisindan da BOBUT uygulamasiyla daha dusuk hata kestirimleri elde edilmistir. Canli BOBUT uygulamasindan elde edilen ortalama guvenirlik (test bilgi degeri), kâgit-kalem testinden elde edilen guvenirlik degerinden daha yuksek bulunmustur. Bu arastirmanin sonuclarina gore, SH<0.30 test sonlandirma kurali kullanildiginda EYOY; SH<0.50 ve sabit madde (30) test durdurma kurali kullanildiginda ise, beklenen sonsal dagilima (BSD) dayali yeterlik kestirim degerlerinin daha guvenilir oldugu bulunmustur. Ayrica canli BOBUT uygulamasinda elde edilen test bilgi miktari, kâgit-kalem testinden elde edilen guvenirlikten anlamli duzeyde yuksek bulunmustur.
这样做的目的是确保安卡拉大学的科学技术可以应用于计算机科学测试（BOBUT）的一年级学生。调查主要从两个方面进行。首要任务是测试准备工作，并使用1366名大学毕业生模拟BOBUT应用程序中收集的数据。第二次，142所大学进行了现场BOBUT和多笔测试。除了测试，计算机读取（BILOKUR）还被用作数据收集工具。调查中收集的数据由BOBUT实时池执行，该池确定了MTK响应机构后勤模型的3个参数的协调性。Arastirmanin bulgularina gore，模拟BOBUT uygulamasinda kestirilen yeterik kestirimlerine iliskin en yuksek guvenirlik olcusu，sabit made sayisina gore test sonlandirma kosulunda bulunmustur。此外，当SH<0.50是测试的最终成本时，将出现使用的物质数量。对于尽可能高的氮（EYOY），BOBUT测试中使用了足够的成分来减少BOBUT应用程序的上述氮排放、氮排放增加、氮排放减少、氮排放量增加和氮排放增加。从活体BOBUT申请中获得的平均尊严高于从纸笔测试中获得的尊严。在牛血藤中，SH<0.30检验牛血藤；SH<0.50和稳定物质（30）测试规则被发现对于预期的基于分布终止（BSD）的降解更可靠。此外，在活体BOBUT应用程序中获得的测试信息的数量在从纸笔测试中获得的受欢迎程度的意义上是高的。
{"title":"Bilgisayar Okuryazarlığı Testinin Bilgisayar Ortamında Bireye Uyarlanmış Test Olarak Geliştirilmesi","authors":"Durmuş Özbaşı, N. Demirtaşli","doi":"10.21031/EPOD.79491","DOIUrl":"https://doi.org/10.21031/EPOD.79491","url":null,"abstract":"Bu arastirmanin amaci, Ankara Universitesi’nde tum fakultelerde birinci sinif ogrencilerine uygulanmakta olan Bilgi ve Iletisim Teknolojileri dersi muafiyet sinavi testinin bilgisayar ortaminda bireye uyarlanmis test (BOBUT) olarak uygulanabilirligini arastirmaktir. Arastirmada iki temel asamada gerceklestirilmistir. Ilk asamada, hazirlanan maddeleri denemek ve simulatif BOBUT uygulamasinda uzerinde calisilacak verileri elde etmek uzere 1366 universite ogrencisiyle calisilmistir. Ikinci asamada ise, 142 universite birinci sinif ogrencisiyle canli (live) BOBUT ve kâgit-kalem testi uygulamasi gerceklestirilmistir. Arastirmada veri toplama araci olarak Bilgisayar Okuryazarlik (BILOKUR) testi kullanilmistir. Arastirmada toplanan verilerin madde tepki kurami’nin (MTK) 3 parametreli lojistik modeline uyum sagladigi tespit edilen 136 maddelik soru havuzu ile canli BOBUT uygulamasi yapilmistir. Arastirmanin bulgularina gore, simulatif BOBUT uygulamasinda kestirilen yeterlik kestirimlerine iliskin en yuksek guvenirlik olcusu, sabit madde sayisina gore test sonlandirma kosulunda bulunmustur. Ayrica kullanilan madde sayisi bakimindan, en az madde kullanimi, test sonlandirma kosulunun SH<0.50 oldugu durumda gerceklesmistir. En yuksek olabilirlik yontemine (EYOY) gore yeterlik kestiriminin uygulandigi BOBUT testinde ogrencilerin yeterlik olculeri, kâgit-kalem testinden elde edilenlere gore, ozellikle uc degerlerde daha guvenilir olcme sonuc vermis, standart hata degeri acisindan da BOBUT uygulamasiyla daha dusuk hata kestirimleri elde edilmistir. Canli BOBUT uygulamasindan elde edilen ortalama guvenirlik (test bilgi degeri), kâgit-kalem testinden elde edilen guvenirlik degerinden daha yuksek bulunmustur. Bu arastirmanin sonuclarina gore, SH<0.30 test sonlandirma kurali kullanildiginda EYOY; SH<0.50 ve sabit madde (30) test durdurma kurali kullanildiginda ise, beklenen sonsal dagilima (BSD) dayali yeterlik kestirim degerlerinin daha guvenilir oldugu bulunmustur. Ayrica canli BOBUT uygulamasinda elde edilen test bilgi miktari, kâgit-kalem testinden elde edilen guvenirlikten anlamli duzeyde yuksek bulunmustur.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2015-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68252860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bu arastirmada, yapisal esitlik modeli catisi altinda yer alan ve uyum duzeyleri acisindan farklilik gosteren yol analizi, Dogrulayici Faktor Analizi (DFA) ile yapisal regresyon modelleri icin LISREL ve AMOS programlarindan elde edilen analiz ciktilarinin karsilastirilmasi amaclanmistir. Dolayisiyla, arastirmada evren ve orneklem tayinine ihtiyac duyulmamistir. Arastirma; her bir modeli yansitan bir veri dosyasi olmak uzere uc ayri bir veri seti uzerinden yurutulmustur. Yol analizinde kullanilan veri seti dusuk uyum gosteren bir model; DFA’da kullanilan veri seti kabul edilebilir uyum gosteren bir model ve yapisal regresyon modelinde kullanilan veri seti mukemmel uyum gosteren bir model olarak belirlenmistir. Bu sekildeki bir yaklasimin, LISREL ve AMOS programlarindan elde edilen uyum indeksleri arasindaki farkin analiz edilen modelin uyum duzeyinden etkilenip etkilenmedigi sorusunu yanitlamayi olanakli hale getirecegi dusunulmustur. Analiz ciktilari incelendiginde; model uyumunun mukemmel oldugu veri setinde LISREL ve AMOS programindan elde edilen uyum indekslerinin buyuk olcude es deger oldugu belirlenmistir. Model ile veri seti arasindaki uyumunun dusuk oldugu modelde ise, iki programda rapor edilen uyum indeksleri arasindaki farkin daha fazla oldugu saptanmistir. Bu farkin, ozellikle, χ 2 /sd, NNFI ve RFI indeksleri icin belirgin oldugu sonucuna ulasilmistir. Bu sonuclar; LISREL ve AMOS programlarinda rapor edilen uyum indeksleri arasindaki farkin modelin uyum duzeyinden etkilendigini ortaya koymaktadir.
在这种情况下，结构稳定性模型位于catisi和分析不同gosteren路线的acisind下，采用LISREL和AMOS程序中的设计回归模型，amaclanmistir。因此，宇宙和装饰就不需要了。Arastirma；她的比尔模型是yansitan比尔veri dosyasi olmak uzere uc ayri比尔veri seti uzerinden yurutulmustur。包含与道路分析中使用的数据集的黄昏一致性的模型；DFA中使用的数据集被定义为具有匹配模型和图形回归模型的模型，其中数据集可以被接受。以下方法，LISREL和AMOS程序，将对模型的调节传感器产生直观的影响，在不同的自适应指标之间进行不同的分析。测试时对香烟进行分析；该模型对应于从相应数据集中的LISREL和AMOS获得的相应索引。在模型中，模型与数据集之间的兼容性已经耗尽，这表明两个程序中报告的相应索引之间存在更多差异。这种区分导致了χ2/sd、NNFI和RFI指数的识别。这些结果：这表明不同的模型受到LISREL和AMOS程序之间兼容性的影响。
{"title":"LISREL ve AMOS Programları Kullanılarak Gerçekleştirilen Yapısal Eşitlik Modeli (YEM) Analizlerine İlişkin Sonuçların Karşılaştırılması","authors":"M. İlhan, Bayram Çeti̇n","doi":"10.21031/EPOD.31126","DOIUrl":"https://doi.org/10.21031/EPOD.31126","url":null,"abstract":"Bu arastirmada, yapisal esitlik modeli catisi altinda yer alan ve uyum duzeyleri acisindan farklilik gosteren yol analizi, Dogrulayici Faktor Analizi (DFA) ile yapisal regresyon modelleri icin LISREL ve AMOS programlarindan elde edilen analiz ciktilarinin karsilastirilmasi amaclanmistir. Dolayisiyla, arastirmada evren ve orneklem tayinine ihtiyac duyulmamistir. Arastirma; her bir modeli yansitan bir veri dosyasi olmak uzere uc ayri bir veri seti uzerinden yurutulmustur. Yol analizinde kullanilan veri seti dusuk uyum gosteren bir model; DFA’da kullanilan veri seti kabul edilebilir uyum gosteren bir model ve yapisal regresyon modelinde kullanilan veri seti mukemmel uyum gosteren bir model olarak belirlenmistir. Bu sekildeki bir yaklasimin, LISREL ve AMOS programlarindan elde edilen uyum indeksleri arasindaki farkin analiz edilen modelin uyum duzeyinden etkilenip etkilenmedigi sorusunu yanitlamayi olanakli hale getirecegi dusunulmustur. Analiz ciktilari incelendiginde; model uyumunun mukemmel oldugu veri setinde LISREL ve AMOS programindan elde edilen uyum indekslerinin buyuk olcude es deger oldugu belirlenmistir. Model ile veri seti arasindaki uyumunun dusuk oldugu modelde ise, iki programda rapor edilen uyum indeksleri arasindaki farkin daha fazla oldugu saptanmistir. Bu farkin, ozellikle, χ 2 /sd, NNFI ve RFI indeksleri icin belirgin oldugu sonucuna ulasilmistir. Bu sonuclar; LISREL ve AMOS programlarinda rapor edilen uyum indeksleri arasindaki farkin modelin uyum duzeyinden etkilendigini ortaya koymaktadir.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2014-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68252956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, experts’ decisions and cut-off scores obtained from Angoff, Yes/No and Ebel standard setting methods have been compared. The research data consist of 489 student scores obtained from a achievement test of 20 items and 17 experts’ decisions, made according to three different standard setting methods for this achievement test. In the analysis of data, in order to set the compliance between experts, Kendall’s coefficient of concordance (W) for Angoff and Ebel methods, and Cohen’s Kappa statistics for Yes/No method have been calculated. Differences between the percentages of students, considered as successful according to three different standard setting methods, have been tested with the test of the difference between two correlated proportions. The students’ scores have been tailored to binary as successful-unsuccessful according to three methods; and the compliance between them has been examined with Cohen’s Kappa statistics. The compliance between the cutoff scores of three methods has been evaluated with Pearson Product-Moment Correlation Coefficient and the paired samples t test. At the end of this research, it is seen that the compliance of experts in the methods is at a reasonable level; there is significant difference on 0,01 error level among percentages of students considered as successful according to these three different standard setting methods and there is a compliance between students’ scores that have been tailored to binary as successful-unsuccessful according to three methods. It is concluded that there is a high relationship between Angoff and Yes/No methods; there is moderate relationship between Angoff and Ebel methods; there is no significant relationship between Yes/No and Ebel methods.
{"title":"Angoff, Yes/No ve Ebel Standart Belirleme Yöntemlerinin Karşılaştırılması","authors":"Ceylan Gündeğer, N. Doğan","doi":"10.21031/EPOD.47091","DOIUrl":"https://doi.org/10.21031/EPOD.47091","url":null,"abstract":"In this study, experts’ decisions and cut-off scores obtained from Angoff, Yes/No and Ebel standard setting methods have been compared. The research data consist of 489 student scores obtained from a achievement test of 20 items and 17 experts’ decisions, made according to three different standard setting methods for this achievement test. In the analysis of data, in order to set the compliance between experts, Kendall’s coefficient of concordance (W) for Angoff and Ebel methods, and Cohen’s Kappa statistics for Yes/No method have been calculated. Differences between the percentages of students, considered as successful according to three different standard setting methods, have been tested with the test of the difference between two correlated proportions. The students’ scores have been tailored to binary as successful-unsuccessful according to three methods; and the compliance between them has been examined with Cohen’s Kappa statistics. The compliance between the cutoff scores of three methods has been evaluated with Pearson Product-Moment Correlation Coefficient and the paired samples t test. At the end of this research, it is seen that the compliance of experts in the methods is at a reasonable level; there is significant difference on 0,01 error level among percentages of students considered as successful according to these three different standard setting methods and there is a compliance between students’ scores that have been tailored to binary as successful-unsuccessful according to three methods. It is concluded that there is a high relationship between Angoff and Yes/No methods; there is moderate relationship between Angoff and Ebel methods; there is no significant relationship between Yes/No and Ebel methods.","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2014-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68253019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Coktan secmeli soru formati, egitimle ilgili olcme ve degerlendirme faaliyetlerinde en cok kullanilan soru formati olarak bilinmektedir. Yapilan arastirmalar da gostermistir ki, ozellikle ogrenci sayisinin cok oldugu yuksekogretimin farkli alanlarinda ogrenci basarisinin degerlendirilmesinde oldukca yaygin olarak kullanilan bir arac olarak gorulmektedir. Egitimcilerin, test uzmanlarinin ve diger kaynaklarin coktan secmeli sinavlarda ogrencilerin ilk verdikleri cevaplarin genellikle dogru cevap oldugu inanci yaygin olarak bilinmesine ragmen, bu inanc deneysel calismalara dayanmamaktadir. Bu arastirmamin amaci coktan secmeli sinavlarda cevaplari degistirme davranisinin, ogrencilerin toplam puanlarina bir etkisinin olup – olmadigini ortaya cikarmaktir. Ayrica, cevap degistirme davranisinin cinsiyet degiskenine gore farklilik gosterip – gostermedigi ve cevap degistirme davranislari ile madde istatistikleri (madde gucluk ve ayiricilik indeksleri) arasinda bir iliskinin olmadigi da incelenmistir. Arastirmada calisma grubu olarak Egitim Fakultesine devam eden 207 ogrenci yer almaktadir. Arastirmada 20 adet coktan secmeli sorulardan olusan arasinav sonuclari kullanilmistir. Elde edilen bulgulara gore, ogrencilerin cevap degistirme davranislarinin test puanlarini arttirdigi belirlenmistir. Ote yandan cevap degistirme davranisi icin cinsiyet farkliligi belirlenememistir. Ayrica cevap degistirme davranisi ile madde gucluk indeksi arasindan ters orantili bir iliskinin oldugu belirlenmistir
最常见的问题形式，实时olcm和降级，被称为最常用的问题格式。同样重要的是，当引力基础退化时，氢排放总量被视为一种广泛的工具，用于我的高齿区域的不同区域。Egitimcilerin，测试uzmanlarinin ve diger kaynaklarin coktan secmeli sinavlarda ograncilerin ilk verdikleri cevaplarin genellikle dogru cevap oldugu financi yaygin olaak biliminemine ragmen，bu financiel calismalara dayan mamaktadir。这项研究的目的是表明细胞的坠落方式，它们降解答案的方式，它们坠落的方式，坠落的方式。此外，反应的性退化和退化行为与反应的不容忍和退化行为之间没有关系。在调查中，calismus组织正在将207道栅栏带到埃及学院。如果您有20个以上的问题需要回答，则使用该范围的结果。根据调查结果，玩家的反应增加了他们的测试分数。另一方面，这句格言并不能决定反应退化的性别差异。此外，对降解的反应被定义为葡萄糖指数之间的反比关系。
{"title":"Impact of Answer-Switching Behavior on Multiple-Choice Test Scores in Higher Education","authors":"Ramazan Baştürk","doi":"10.21031/EPOD.73541","DOIUrl":"https://doi.org/10.21031/EPOD.73541","url":null,"abstract":"Coktan secmeli soru formati, egitimle ilgili olcme ve degerlendirme faaliyetlerinde en cok kullanilan soru formati olarak bilinmektedir. Yapilan arastirmalar da gostermistir ki, ozellikle ogrenci sayisinin cok oldugu yuksekogretimin farkli alanlarinda ogrenci basarisinin degerlendirilmesinde oldukca yaygin olarak kullanilan bir arac olarak gorulmektedir. Egitimcilerin, test uzmanlarinin ve diger kaynaklarin coktan secmeli sinavlarda ogrencilerin ilk verdikleri cevaplarin genellikle dogru cevap oldugu inanci yaygin olarak bilinmesine ragmen, bu inanc deneysel calismalara dayanmamaktadir. Bu arastirmamin amaci coktan secmeli sinavlarda cevaplari degistirme davranisinin, ogrencilerin toplam puanlarina bir etkisinin olup – olmadigini ortaya cikarmaktir. Ayrica, cevap degistirme davranisinin cinsiyet degiskenine gore farklilik gosterip – gostermedigi ve cevap degistirme davranislari ile madde istatistikleri (madde gucluk ve ayiricilik indeksleri) arasinda bir iliskinin olmadigi da incelenmistir. Arastirmada calisma grubu olarak Egitim Fakultesine devam eden 207 ogrenci yer almaktadir. Arastirmada 20 adet coktan secmeli sorulardan olusan arasinav sonuclari kullanilmistir. Elde edilen bulgulara gore, ogrencilerin cevap degistirme davranislarinin test puanlarini arttirdigi belirlenmistir. Ote yandan cevap degistirme davranisi icin cinsiyet farkliligi belirlenememistir. Ayrica cevap degistirme davranisi ile madde gucluk indeksi arasindan ters orantili bir iliskinin oldugu belirlenmistir","PeriodicalId":43015,"journal":{"name":"Journal of Measurement and Evaluation in Education and Psychology-EPOD","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2011-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68252752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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