PISA 2018 Okuma Becerileri Testinde Yer Alan Maddelerde Değişen Madde Fonksiyonunun İncelenmesi

IF 0.5 4区 教育学 Q4 EDUCATION & EDUCATIONAL RESEARCH
Şerife Zeybekoğlu, Ayşe Bilicioğlu Güneş, Evrim Yalçın
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引用次数: 0

Abstract

This study aimed to conduct Differential Item Functioning (DIF) determination studies using different methods on items in the Program for International Student Assessment (PISA) 2018 reading test in Turkey and compare the performance of the methods used. In the analyses, considering the individualized test design, item packages in the same test(s) in the core, first-stage, and second-stage sections were used. The second package (Core RC2), second package (Stage 1-R12H), and third package (Stage 2-R23H) were selected for the core, first, and second stages, respectively. Three partially scored items in this package were excluded from the analysis, and 33 common items with score of 1-0 were included in the analysis. This study included 147 Turkish students who responded to package of items. The variables of gender (ST004D01T), school location (SC001Q01TA) and index of economic, cultural and social status (ESCS) were drawn from student- and school-scale data and combined with the items of the cognitive test. Prior to data analysis, the dataset was organized, missing data and outliers were examined, and the assumptions of the theories were tested. Within the scope of the study, the Mantel-Haenszel (MH), Logistic Regression (LR), SIBTEST, and Raju’s Area Measures methods were employed for two categorical variables, and the Generalized MH, Generalized LR, and Generalized Lord’s χ2 methods were used for three categorical variables. According to gender variables, two, four, and three items were found to show DIF in the MH, SIBTEST, and LR methods, respectively, whereas 17 items were found to display DIF according to the unsigned area test, and seven items were found to display DIF according to the signed area test in Raju’s Area Measures. According to the ESCS variable, two and one items manifested DIF in MH and LR, respectively, while 15 items were found to manifest DIF according to the unsigned area test and eight items manifested DIF according to the signed area test in Raju’s Area Measures. None of the items showed DIF when using the SIBTEST method. According to the school location variable, one, two and 28 item were found to show DIF in Generalized MH, Generalized LR and Generalized Lord’s χ2 method, respectively. The results of the study indicate that although the Classical Test Theory (CTT) -based- and Item Response Theory (IRT)- based DIF methods are compatible, they differ in the level of DIF. IRT- based methods detect more DIF items than CTT- based methods. Additionally, similar results were obtained using the Generalized MH and LR methods.
2018 年 PISA 阅读能力测试题目的项目功能变化探究
本研究旨在对土耳其2018年国际学生评估项目(PISA)阅读测试中的项目使用不同方法进行差异项目功能(DIF)确定研究,并比较所使用方法的性能。在分析中,考虑到个性化的测试设计,在核心、第一阶段和第二阶段使用相同测试中的项目包。第二个封装(Core RC2)、第二个封装(Stage 1-R12H)和第三个封装(Stage 2-R23H)分别用于核心、第一和第二阶段。该包中3个部分得分的项目被排除在分析之外,33个得分为1-0的常见项目被纳入分析。这项研究包括147名土耳其学生,他们对物品包装做出了回应。性别(ST004D01T)、学校位置(SC001Q01TA)和经济、文化和社会地位指数(ESCS)变量从学生和学校尺度数据中提取,并与认知测试项目相结合。在数据分析之前,对数据集进行整理,对缺失数据和异常值进行检查,并对理论的假设进行检验。在研究范围内,两个分类变量采用了Mantel-Haenszel (MH)、Logistic回归(LR)、SIBTEST和Raju’s Area Measures方法,三个分类变量采用了广义MH、广义LR和广义Lord’s χ2方法。根据性别变量,在MH、SIBTEST和LR方法中分别发现2个、4个和3个项目显示DIF,而在Raju区域测量中,根据未签名区域测试发现17个项目显示DIF,根据签名区域测试发现7个项目显示DIF。根据ESCS变量,在MH和LR中分别有2个和1个项目表现出DIF,而在Raju的区域测量中,根据未签名区域测试发现有15个项目表现出DIF,根据签名区域测试发现有8个项目表现出DIF。当使用SIBTEST方法时,没有项显示DIF。根据学校位置变量,分别有1项、2项和28项在广义MH、广义LR和广义Lord’s χ2法中显示DIF。研究结果表明,基于经典测试理论(CTT)和基于项目反应理论(IRT)的DIF方法虽然是兼容的,但在DIF水平上存在差异。基于IRT的方法比基于CTT的方法检测更多的DIF项目。此外,使用广义MH和LR方法也得到了类似的结果。
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来源期刊
Egitim Ve Bilim-Education and Science
Egitim Ve Bilim-Education and Science EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.00
自引率
0.00%
发文量
49
期刊介绍: Educación y Ciencia en el foco de publicación en línea con los objetivos; - Contribuyendo a la profesionalización de los docentes, - Un puente entre la teoría y la práctica, que proporciona una contribución directa a la práctica escolar y en el aula. - Ofreciendo una visión holística del ecosistema escolar, - Evaluar tanto los problemas educativos locales y actuales de Turquía se encuentra en sus propios estudios privados que examinan tanto la comparación internacional. Además, los siguientes estudios están cubiertos por la publicación de Educación y Ciencia. - Los estudios que examinan los problemas básicos y aplicaciones de la educación en preescolar, educación primaria y secundaria. - Esfuerzos para mejorar las competencias y estrategias educativas de profesores activos y otros profesionales - Todo tipo de estrategias y prácticas innovadoras de formación de docentes con el objetivo de hacer que los docentes candidatos sean docentes más calificados, examinar los modelos de formación docente y limitar la muestra al área de enseñanza relacionada - Metanálisis, análisis de contenido, análisis de perfil con grandes grupos de investigación o muestras - Todo tipo de actividades que pueden afectar el desarrollo individual, educativo, de carrera y social de los estudiantes en los niveles preescolar, elemental, intermedio y secundario. - Estudios que desarrollan y evalúan un nuevo modelo educativo, aunque teóricamente - Estudios que promuevan y apoyen la participación familiar en la educación. - Estudios multidisciplinares y estudios interdisciplinarios. - Estudios donde las herramientas de medición educativa son desarrolladas y probadas para su utilidad al mismo tiempo. - Estudios de integración tecnológica para ayudar a desarrollar aplicaciones educativas.
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