Investigating Measurement Invariance of Ankara University Foreign Students Selection Test According to Latent Class and Rasch Model

Altıntaş, Özge; Kutlu, Ömer

doi:10.15390/eb.2020.8685

Cited by 2 publications

(3 citation statements)

References 38 publications

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“…Latent class analysis first used by Lazerfeld (1950), particularly to explore the latent structure in attitude scales, aims to show the underlying discrete variables for the data obtained by categorical variables. It is seen in the literature that multi-group latent class analysis is mostly employed in measurement invariance studies (Altıntaş & Kutlu, 2020;Eid, at al., 2003;Moors & Wennekers, 2003;Kankaras & Moors, 2009;Kankaras, at al., 2010;Güngör-Çulha, 2012;Güngör, at al., 2013;Finch, 2015;Yandı, at al., 2017;Doğan-Gül, 2022). In this research, it was used to assess challenges experienced by the faculty members, with the help of the resulting number of classes and response probabilities to each category.…”

Section: Latent Class Analysismentioning

confidence: 99%

A Latent Class Analysis Approach to Challenges Experienced by Faculty Members in Online Assessment in Higher Education

Gül

2024

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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Online assessment is the use of computer technologies by faculty members to guide and check learning. Taking the advantage of technology, many universities have used online assessment applications to ensure sustainability in education due to the pandemic and natural disasters. The purpose of the current study is to explore challenges experienced by faculty members in online assessment, using latent class analysis. The descriptive design research was carried out with the participation of 105 faculty members. For the study, the number of latent classes was decided according to the Akaike Information Criterion (AIC) and the Bayesian Information Criterion (BIC) and it was observed that the data structure was a good fit for a two-class model. According to the research results, the first class in online assessment applications was considered as the with-difficulty group (58.7 %) and the second as the without-difficulty group (41.3 %). When the conditional probabilities were examined, it was concluded that the observed variables that mostly contributed to the two-class model data structure were as follows, cheating, plagiarism and lack of education policies. It was found that the primary challenges in both groups (with or without difficulty) in online assessment applications were cheating, plagiarism and lack of education policies.

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Section: Latent Class Analysismentioning

confidence: 99%

A Latent Class Analysis Approach to Challenges Experienced by Faculty Members in Online Assessment in Higher Education

Gül

2024

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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“…Higher education programs, on the other hand, aim to equip individuals with the requisite set of skills and competencies associated with their profession of choice and at the same time, to enrich their intellectual, factual, and scientific knowledge. With the growing competitiveness in securing admittance to prestigious universities, it is common for students to take multiple admission tests to improve their chances of being accepted (Altıntaş & Kutlu, 2020). Different forms of tests are used for entrance exams to universities and other educational institutions, for personnel selection, and for exams administered in different years or periods to ensure the security and integrity of the assessment process.…”

Section: Introductionmentioning

confidence: 99%

“…The Ankara University Examination for Foreign Students (AYOS), which has been applied since 2011 for admission of international students to Turkish universities, especially Ankara University, is considered equivalent to each other. Research on the AYOS Basic Learning Skills Test (BLST) scores, such as measurement invariance and differential item functioning studies (Altıntaş & Kutlu, 2019, 2020, has revealed that AYOS has equivalence in terms of individuals in different groups (i.e., country and gender) who took the test the same year. Although the psychological constructs measured by the test do not change, AYOS tests are developed for the same purpose and applied once every year.…”

Section: Introductionmentioning

confidence: 99%

Equality of admission tests using kernel equating under the non-equivalent groups with covariates design

Altıntaş

Wallin

2021

International Journal of Assessment Tools in Education

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Educational assessment tests are designed to measure the same psychological constructs over extended periods. This feature is important considering that test results are often used for admittance to university programs. To ensure fair assessments, especially for those whose results weigh heavily in selection decisions, it is necessary to collect evidence demonstrating that the assessments are not biased and to confirm that the scores obtained from different test forms have statistical equality. Therefore, test equating has important functions as it prevents bias generated by differences in the difficulty levels of different test forms, allows the scores obtained from different test forms to be reported on the same scale, and ensures that the reported scores communicate the same meaning. In this study, these important functions were evaluated using real college admission test data from different test administrations. The kernel equating method under the non-equivalent groups with covariates design was applied to determine whether the scores that were obtained from different periods and measured the same psychological constructs were statistically equivalent. The non-equivalent groups with covariates design was specifically used because the test groups of the admission test are non-equivalent and there are no anchor items. Results from the analyses showed that the test forms had different score distributions and that the relationship was non-linear. Thus, the equating procedure was adjusted to eliminate these differences and thereby allowing the tests to be used interchangeably.

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Investigating Measurement Invariance of Ankara University Foreign Students Selection Test According to Latent Class and Rasch Model

Cited by 2 publications

References 38 publications

A Latent Class Analysis Approach to Challenges Experienced by Faculty Members in Online Assessment in Higher Education

A Latent Class Analysis Approach to Challenges Experienced by Faculty Members in Online Assessment in Higher Education

Equality of admission tests using kernel equating under the non-equivalent groups with covariates design

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