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

İlhan, Mustafa; Öztürk, Nagihan Boztunç; Şahin, Melek Gülşah

doi:10.17275/per.20.19.7.2

Cited by 4 publications

(1 citation statement)

References 17 publications

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“…showing that the difficulty level of an item will increases according to the cognitive level (Ardıç & Soysal, 2018;İlhan et al, 2020;Koçdar et al, 2016;Nevid & McClelland 2013, Veeravagu et al, 2010. Additionally, Nehm and Schonfeld (2008), Momsen et al (2013), İlhan et al (2020), Ardıç andSoysal (2018) stated that item difficulty is not only affected by cognitive level but also by factors such as item type, content, and subject area of the item.…”

Section: Findings For the Third Research Questionmentioning

confidence: 99%

Examination of response time effort in TIMSS 2019: Comparison of Singapore and Türkiye

YILMAZ KOĞAR,

SOYSAL

2023

International Journal of Assessment Tools in Education

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In this paper, it is aimed to evaluate different aspects of students' response time to items in the mathematics test and their test effort as an indicator of test motivation with the help of some variables at the item and student levels. The data consists of 4th-grade Singapore and Turkish students participating in the TIMSS 2019. Response time was examined in terms of item difficulties, content and cognitive domains of the items in the mathematics test self-efficacy for computer use, home resources for learning, confident in mathematics, like learning mathematics, and gender variables at the student level. In the study, it was determined that all variables considered at the item level affected the response time of the students in both countries. It was concluded that the amount of variance explained by the student-level variables in the response time varied for each the country. Another finding of the study showed that the cognitive level of the items positively related to the mean response time. Both Turkish and Singaporean students took longer to respond to data domain items compared to number and measurement and geometry domain items. Additionally, based on the criterion that the response time effort index was less than .8, rapid-guessing behavior, and therefore low motivation, was observed below 1% for both samples. Besides, we observed that Turkish and Singaporean students were likely to have rapid guessing behavior when an item in the reasoning domain became increasingly difficult. A similar result was identified in the data content domain, especially for Turkish graders.

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Section: Findings For the Third Research Questionmentioning

confidence: 99%

Examination of response time effort in TIMSS 2019: Comparison of Singapore and Türkiye

YILMAZ KOĞAR,

SOYSAL

2023

International Journal of Assessment Tools in Education

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The conceptual of research-based learning through collaborative approach to improve student’s critical thinking skills

Wahyuseptiana¹,

Yusuf²,

Gunarhadi³

et al. 2023

The 3rd International Conference on Science Education and Technology (Icoseth 2021)

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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

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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.

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

Cited by 4 publications

References 17 publications

Examination of response time effort in TIMSS 2019: Comparison of Singapore and Türkiye

Examination of response time effort in TIMSS 2019: Comparison of Singapore and Türkiye

The conceptual of research-based learning through collaborative approach to improve student’s critical thinking skills

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

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