Akademik yazma becerisiyle ilgili makaleler üzerine bir inceleme / T. Demirtaş Tolaman; N.

This study aimed to reveal the effects of secondary school students’ cognitive absorption levels on their digital literacy. In line with this purpose, the correlational method was used in the study. The study group of the research consisted of 455 secondary school students. The data were collected from students studying in different state schools in Sakarya, Turkey in the 2019-2020 academic year. The data collection tools employed in the study are as follows: the personal information form developed by the researchers, “Cognitive Absorption Scale”, and “Digital Literacy Scale”. In the study, the relationship between the variables of digital literacy and cognitive absorption was investigated through simple correlation and multiple linear regression analyses. In the present study conducted in line with these indicators, the effect of the cognitive absorption levels of secondary school students on their digital literacy was investigated in terms of cognitive absorption factors (curiosity, pleasure, attention, and time). As a result of the analyses performed in the study, it was determined that the variables of curiosity in the first place, pleasure in the second place, and attention in the third place statistically significantly predicted students’ digital literacy status. It was also found that the time variable had no effect on the digital literacy.

This paper aims to examine and assess the questions included in the "Turkish Common Exam" for sixth graders held in the first semester of 2018 which is one of the common exams carried out by The Measurement and Evaluation Centers, in terms of question structure, quality and taxonomic value. To this end, the test questions were examined by three specialists with expertise in different fields in terms of structure, content, and taxonomic values. The test questions were then rated by raters with expertise in different fields according to the criteria set by the researchers. Hence, the study employed the descriptive survey model. The data obtained from the assessment of the questions were analyzed using the Many Facet Rasch Model (MFRM). According to the findings, of the 20 questions included in the exam, 5 (five) are in the category of "Remembering", 12 (twelve) in the category of "Understanding", 2 (two) in the category of "Analyzing" and 1 (one) in the category of "Evaluating." Accordingly, the number of questions that measure higher-order thinking skills was lower than the number of lower-level questions.In addition, the study contained three facets: raters, tasks (items), and criteria. There were no differences among the raters (a Turkish Education Specialist, a Program Development Specialist, and a Testing and Assessment Specialist) in terms of severity and leniency: all the raters were in agreement. Finally, in this study, the questions met the criteria measuring the structural features, while they failed to meet the criteria measuring the quality and clarity.

With the advances in technology, the skill of writing has taken on a new form with digital tools. Concepts like digital literacy, digital writing, electronic writing, web-based writing, online writing, and multimodal texts have become increasingly common. Hence, integrating technology into writing education in schools today has gained significance. This way, students can write digitally and produce digital texts in harmony with their lives outside of school. Teaching these skills to students is only possible to the extent of the teachers’ digital writing skills, digital writing habits, self-efficacy in using technology, self-efficacy in preparing digital teaching materials, and improvement of these skills. In this context, the current research aims to investigate the effects of web-based creative writing practices on teachers’ digital writing skills, digital writing habits, self-efficacy regarding digital education technology standards, and self-efficacy in developing digital teaching materials. For this purpose, we used the experimental method “one-group pretest-posttest design.” The data were collected from a total of 40 teachers: 20 classroom teachers and 20 Turkish language teachers. We carried out 16 creative writing activities where the participants performed digital writing. In seven of these activities, the participants received information and observed examples of digital tools that can be used in writing education or created texts using various digital tools, like tools for creating digital stories and cartoons. For data collection, we used certain data collection tools before and after the writing activities. We analyzed the data using the Kolmogorov-Smirnov Test, the paired samples t-test, and the Wilcoxon signed-rank test via the SPSS 20.0 software. We interpreted the data and presented it in tables. We concluded that web-assisted creative writing practices had positive effects on teachers’ digital writing skills, digital writing habits, self-efficacy regarding digital education technology standards, and self-efficacy in developing digital teaching materials.