International Journal of Assessment Tools in Education最新文献_第6页

A rating scale development study for the evaluation of lesson plans and teaching practices on argumentation-based inquiry 基于议论文探究的课程计划与教学实践评价量表开发研究

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International Journal of Assessment Tools in Education Pub Date : 2022-12-19 DOI: 10.21449/ijate.948489

Funda Hasançebi, Büşra Tuncay Yüksel, Günkut Mesci

{"title":"A rating scale development study for the evaluation of lesson plans and teaching practices on argumentation-based inquiry","authors":"Funda Hasançebi, Büşra Tuncay Yüksel, Günkut Mesci","doi":"10.21449/ijate.948489","DOIUrl":"https://doi.org/10.21449/ijate.948489","url":null,"abstract":"The purpose of this study was to develop a reliable and valid rating scale for the use of the assessment and evaluation of lesson plans and teaching practices that are based on argumentation-based inquiry (ABI). The study covered two academic years (four academic semesters). Qualitative and quantitative methods were utilized throughout the development of the rating scale including data collection and data analyses. A purposive sample of 72 pre-service science teachers (PSTs) who were enrolled in a public university located in East Black Sea region of Turkey constituted the sample of the study. Content Validity Ratio (CVR=.80) and Content Validity Index (CVI=.94) values were calculated as measures of content validity. Pearson Correlation Coefficient (r=.96) and Cohen’s Kappa value (κ value was between .60 and 1.00) were calculated to test inter-rater reliability of the scores obtained by the rating scale. Findings provided evidence for the reliability and the validity of the ABI rating scale. ABI lesson plan template and ABI rating scale developed for the assessment and evaluation of ABI lesson plans and subsequent teaching practices are provided to the readers. Contributions to the field are discussed.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45858585","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}

引用次数: 0

Using Rasch analysis to examine raters’ expertise Turkish teacher candidates’ competency levels in writing different types of test items 使用Rasch分析来检查评分者的专业知识土耳其教师候选人在写作不同类型的测试项目的能力水平

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International Journal of Assessment Tools in Education Pub Date : 2022-12-18 DOI: 10.21449/ijate.1058300

Ayfer Sayin, M. Şata

{"title":"Using Rasch analysis to examine raters’ expertise Turkish teacher candidates’ competency levels in writing different types of test items","authors":"Ayfer Sayin, M. Şata","doi":"10.21449/ijate.1058300","DOIUrl":"https://doi.org/10.21449/ijate.1058300","url":null,"abstract":"The aim of the present study was to examine Turkish teacher candidates’ competency levels in writing different types of test items by utilizing Rasch analysis. In addition, the effect of the expertise of the raters scoring the items written by the teacher candidates was examined within the scope of the study. 84 Turkish teacher candidates participated in the present study, which was conducted using the relational survey model, one of the quantitative research methods. Three experts participated in the rating process: an expert in Turkish education, an expert in measurement and evaluation, and an expert in both Turkish education and measurement and evaluation. The teacher candidates wrote true-false, short response, multiple choice and open-ended types of items in accordance with the Test Item Development Form, and the raters scored each item type by designating a score between 1 and 5 based on the item evaluation scoring rubric prepared for each item type. The study revealed that Turkish teacher candidates had the highest level of competency in writing true-false items, while they had the lowest competency in writing multiple-choice items. Moreover, it was revealed that raters’ expertise had an effect on teacher candidates’ competencies in writing different types of items. Finally, it was found that the rater who was an expert in both Turkish education and measurement and evaluation had the highest level of scoring reliability, while the rater who solely had expertise in measurement and evaluation had the relatively lowest level of scoring reliability.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43133862","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}

引用次数: 1

Adaptation of Motivation to Read Profile Scale to Turkish 阅读动机档案量表对土耳其语的适应性

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International Journal of Assessment Tools in Education Pub Date : 2022-12-18 DOI: 10.21449/ijate.1002824

Zeynep Aydemi̇r, Ergün Öztürk

引用次数: 0

Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment 课堂评价:形成性评价的心理学和理论基础

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International Journal of Assessment Tools in Education Pub Date : 2022-11-29 DOI: 10.21449/ijate.1127958

Seval Kula Kartal

{"title":"Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment","authors":"Seval Kula Kartal","doi":"10.21449/ijate.1127958","DOIUrl":"https://doi.org/10.21449/ijate.1127958","url":null,"abstract":"The change of the learning and teaching definitions in psychology has also changed the nature of classroom assessment implementations. One of these important changes is that the targeted skills in the classroom assessment, and item structures utilized to measure these skills have changed. Teachers have started to use items and tasks that can represent the significant knowledge and skills of subject better and provide rich information and evidence for students’ development rather than utilizing items measuring only remembering the bits of knowledge or simple comprehension. The second important change has taken place in terms of why and how teachers and students use classroom assessment. Although there are a few studies on the change of targeted skills and item structures used in the classroom assessment in the related national literature, the number of studies providing information on how to apply classroom assessment in line with its recent definitions, aims and implementation is still limited. Thus, the current study aims at providing guiding information on why and how to implement classroom assessment to develop students’ learning, motivation, and self-assessment skills.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48548120","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}

引用次数: 0

Inside the black box: do teachers practice assessment as learning? 黑匣子里：教师是否将评估视为学习？

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International Journal of Assessment Tools in Education Pub Date : 2022-11-29 DOI: 10.21449/ijate.1132923

Özen Yıldırım, Safiye Bilican Demir

引用次数: 0

Views of academician examiners on the testing accommodations of the measurement, selection and placement center for disabled test takers 院士考试人员对残疾考生计量选拔安置中心考场设置的看法

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International Journal of Assessment Tools in Education Pub Date : 2022-11-29 DOI: 10.21449/ijate.1084501

M. İlhan, M. Şahin, B. Çetin

{"title":"Views of academician examiners on the testing accommodations of the measurement, selection and placement center for disabled test takers","authors":"M. İlhan, M. Şahin, B. Çetin","doi":"10.21449/ijate.1084501","DOIUrl":"https://doi.org/10.21449/ijate.1084501","url":null,"abstract":"The Measurement, Selection and Placement Center–MSPC (original acronym: Ölçme, Seçme ve Yerleştirme Merkezi–ÖSYM) administers many of the high-stake examinations applied in Türkiye. In order to support equality of opportunity in education and create a fair evaluation system, MSPC actualizes various testing accommodations by adjusting the standardization protocol for disabled test takers. In this research, we examined the views of academicians who served in the halls where disabled candidates take the test in the examinations held by MSPC about the testing accommodations for the disabled. The study design was in the basic qualitative research model. The participants consisted of 12 academicians working at a state university in Türkiye, who had served at least three times in the examination halls reserved for disabled test takers by MSPC. We collected the data via an interview form which included four items and administered it to the participants according to the drop-off and pick-up later method. The research results revealed that academician examiners have various positive opinions about MSPC’s testing accommodations for disabled test takers. However, the participants also expressed that current accommodations have certain limitations that should be revised.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42216624","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}

引用次数: 0

Creating multiple-choice items for testing student learning 创建多项选择题来测试学生的学习

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International Journal of Assessment Tools in Education Pub Date : 2022-11-29 DOI: 10.21449/ijate.1196701

T. Haladyna

{"title":"Creating multiple-choice items for testing student learning","authors":"T. Haladyna","doi":"10.21449/ijate.1196701","DOIUrl":"https://doi.org/10.21449/ijate.1196701","url":null,"abstract":"The use of multiple-choice items for classroom testing is firmly established for many good reasons. The content any unit or course of study can be well sampled. Test scores can be reliable (trusted). And time spent administering and scoring can be minimized. This article provides a current review of best practices in the design and use of a variety of multiple-choice formats for classroom assessment of student learning. One of the most serious problems facing current educators is developing test items that measure more than simple factual recall. It is important to measure understanding, comprehension, critical thinking, and problem solving. Not only are these types of higher-level thinking described, but items are presented that illustrate how this is done. These best practices are continually evolving. The objective is always to use tests to measure validly what students have learned as well as help students learn what they have not yet learned. We call this formative and summative assessment. Guidelines are presented showing good and bad practices. What may be surprising to readers is the extensive variety of formats and methods for gathering or generating new test items. Readers are encouraged to experiment with these formats. Some formats can very efficiently measure what students were supposed to learn.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45929761","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}

引用次数: 0

An Investigation of Data Mining Classification Methods in Classifying Students According to 2018 PISA Reading Scores 数据挖掘分类方法在根据2018年PISA阅读成绩对学生进行分类中的应用研究

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International Journal of Assessment Tools in Education Pub Date : 2022-11-29 DOI: 10.21449/ijate.1208809

Emrah Büyükatak, Duygu Anil

{"title":"An Investigation of Data Mining Classification Methods in Classifying Students According to 2018 PISA Reading Scores","authors":"Emrah Büyükatak, Duygu Anil","doi":"10.21449/ijate.1208809","DOIUrl":"https://doi.org/10.21449/ijate.1208809","url":null,"abstract":"The purpose of this research was to determine classification accuracy of the factors affecting the success of students' reading skills based on PISA 2018 data by using Artificial Neural Networks, Decision Trees, K-Nearest Neighbor, and Naive Bayes data mining classification methods and to examine the general characteristics of success groups. In the research, 6890 student surveys of PISA 2018 were used. Firstly, missing data were examined and completed. Secondly, 24 index variables thought to affect the success of students' reading skills were determined by examining the related literature, PISA 2018 Technical Report, and PISA 2018 data. Thirdly, considering the sub-classification problem, the students were scaled in two categories as “Successful” and “Unsuccessful” according to the scores of PISA 2018 reading skills achievement test. Statistical analysis was conducted with SPSS MODELER program. At the end of the research, it was determined that Decision Trees C5.0 algorithm had the highest classification rate with 89.6%, the QUEST algorithm had the lowest classification rate with 75%, and four clusters were obtained proportionally close to each other in Two-Step Clustering analysis method to examine the general characteristics according to the success scores. It can be said that the data sets are suitable for clustering since the Silhouette Coefficient, which is calculated as 0.1 in clustering analyses, is greater than 0. It can be concluded that according to achievement scores, all data mining methods can be used to classify students since these models make accurate classification beyond chance.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46087107","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}

引用次数: 0

The Effect of formative assessment on reading comprehension 形成性评价对阅读理解的影响

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International Journal of Assessment Tools in Education Pub Date : 2022-11-29 DOI: 10.21449/ijate.1104868

Muhammet Sönmez, Fatih Çetin Çetinkaya

引用次数: 1

Identifying the presence of context and item-writing flaws in practice items: The case of Turkish mathematics textbooks 识别练习项目中存在的语境和项目写作缺陷:以土耳其数学教科书为例

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International Journal of Assessment Tools in Education Pub Date : 2022-11-29 DOI: 10.21449/ijate.1089472

Münevver İLGÜN DİBEK, Zerrin Toker

引用次数: 0