Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

Özkan, Yeşim Özer; Özaslan, Nesrin

doi:10.11591/ijere.v1i1.11045

Cited by 2 publications

(1 citation statement)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Then, the effect of the type and cognitive level of the item on the difficulty index was explored. The literature review shows that there are studies which analyse Turkey's success in international exams within the context of the type of the item (Demir, 2010, Köklü, 2017, Özer Özkan & Özaslan, 2018, Yılmaz Koğar & Koğar, 2019. This study is different from the previous studies in the literature in that it aims to test the predictive effect of the item's type on its difficulty index instead of depicting students' success in different types of items.…”

Section: Aim Of the Studymentioning

confidence: 99%

The Effect of the Item’s Type and Cognitive Level on Its Difficulty Index: The Sample of TIMSS 2015

İlhan

Öztürk

Şahin

2020

Participatory Educational Research

View full text Add to dashboard Cite

In this research, the effect of an item's type and cognitive level on its difficulty index was investigated. The data source of the study consisted of the responses of the 12535 students in the Turkey sample (6079 and 6456 students from eighth and fourth grade respectively) of TIMSS 2015. The responses were a total of 215 items at the eighth-grade level (115 multiple-choice and 100 open-ended) and 178 items at the fourth grade level (93 multiple-choice and 85 open-ended) in the mathematics test. In the present study, the difficulty indices for the items of different types and cognitive level were calculated firstly. Then, the item type was defined as a dummy variable and multiple regression analysis was applied to test for the predictive effect of the type and cognitive level of the items on its difficulty index. In the study, it was determined that both the type and the cognitive level of the item had a statistically significant effect on its difficulty index. Compared to multiple choice items, it was detected that students had more difficulty in open-ended items. The effect of item type on difficulty index was found to be higher in eighth grade items than the fourth-grade ones. It was ascertained that difficulty index moved toward zero as its cognitive level increased at both grade levels. However, the effect of cognitive level on the difficulty index was higher in the fourth-grade items compared to the eighth grade items.

show abstract

Section: Aim Of the Studymentioning

confidence: 99%

The Effect of the Item’s Type and Cognitive Level on Its Difficulty Index: The Sample of TIMSS 2015

İlhan

Öztürk

Şahin

2020

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

The Effect of Presenting Geometry Items with and without Shapes on the Psychometric Properties of the Test and Students’ Test Scores

Atçı,

İlhan

2024

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

View full text Add to dashboard Cite

This research intended to examine the effects of presenting geometry items with and without shapes on the psychometric properties of the test and students’ test scores. The study was conducted on 480 eighth grade students. Within the scope of the study, two geometry tests were crafted, one with shapes and the other without shapes. Both tests consisted of 15 multiple-choice items. In the data collection process, a counterbalanced design was followed and the two tests were administered to the students three weeks apart. Analyses were carried out on 405 students who participated in both applications and whose test forms could be matched. The factor analysis results revealed that the factor loadings of the items and extracted variance were higher for the test with shapes compared to the shape-free form. The Cronbach’s alpha coefficient of the test containing shapes was found to be significantly higher than that calculated for the test without shapes. According to item difficulties, the questions with shapes were easier for the students than the shape-free questions. In terms of discrimination indices a difference in favor of the shape-containing test was observed in almost all items. Ferguson delta statistic, which is a measure of discrimination for the overall test, was higher in the shape-contaninig test. Correlation analysis denoted a strong positive relationship between student scores on the two tests. The paired sample t-test proved that there was a statistically significant difference between students’ scores on the shape-containing and shape-free tests. These results indicate that the geometry tests with and without shapes differ in terms of both psychometric properties and students’ test scores.

show abstract

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

Cited by 2 publications

References 5 publications

The Effect of the Item’s Type and Cognitive Level on Its Difficulty Index: The Sample of TIMSS 2015

The Effect of the Item’s Type and Cognitive Level on Its Difficulty Index: The Sample of TIMSS 2015

The Effect of Presenting Geometry Items with and without Shapes on the Psychometric Properties of the Test and Students’ Test Scores

Contact Info

Product

Resources

About