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Öğe An analysis of scoring via analytic rubric and general impression in peer assessment(Mehmet Tekerek, 2019) Ozturk, Nagihan Bortunc; Sahin, Melek Gulsah; Ilhan, MustafaThe aim of this research was to analyze and compare analytic rubric and general impression scoring in peer assessment. A total of 66 university students participated in the study and six of them were chosen as peer raters on a voluntary basis. In the research, students were supposed to prepare a sample study within the scope of scientific research methods course and were also expected to present their studies in class. While the students were giving a presentation, their course instructor and peer raters conducted scoring, firstly by using the analytic rubric and subsequently by using general impressions. Collected data were analyzed using the Rasch model. Consequently, it was found that students were distinguished from one another at a highly reliable rate using both scoring methods. Additionally, it was discovered that the differences between students' ability levels were better revealed when analytic rubric was used. It was ascertained that there was a high level positive correlation between the ability estimations obtained from the scores performed by the peers and the instructor, regardless of the scoring method used. Finally, it was determined that ability estimations, corresponding peer raters' analytic rubric and general impression scoring, held a positive and highly strong relation.Öğe An Analysis of the Relationship between Academic Burnout and Classroom Assessment Environment(Turkish Education Assoc, 2014) Ilhan, Mustafa; Cetin, BayramIn this study, we aimed to examine the relationship between academic burnout and the classroom assessment environment. A causal comparative model was employed in this study, which was carried out with 496 high school students in the provinces of Batman and Diyarbakir in Turkey in the spring of 2013-2014. The Maslach Burnout Inventory Student Form (MBI-SF), which was developed by Schaufeli et al. (2002) and adapted into Turkish by Capri, Gunduz and Gokcakan (2011), was employed in the study to measure the students' levels of academic burnout. Then, in order to determine the students' perceptions of the classroom assessment environment, the Classroom Assessment Environment Scale (CAES), which was developed by the researchers of this study, was used. Cluster analysis was performed with the purpose of grouping students who have similar perceptions of the classroom assessment environment. This analysis produced three separate clusters. Then, analysis of variance was performed in order to determine whether the students' levels of academic burnout differed by the groups that had emerged out of the cluster analysis. The findings demonstrated that the students' levels of academic burnout differed significantly in accordance with their perceptions of the classroom assessment environment. Therefore, it could be suggested that the students' perceptions of the classroom assessment environment constitute a significant variable for the prediction of their levels of academic burnout.Öğe Analysis of the Relationship between Geometrical and Algebraic Thinking Levels of 8th Grade Students(Dergipark Akad, 2013) Oral, Behcet; Ilhan, Mustafa; Kinay, IsmailThis research aims to analyze the relationship between geometrical and algebraic thinking levels of 8th grade students. For this purpose survey method was used in the study. The participants of the study consist of 515 students from eight different schools in Diyarbakir city central districts during 2010-2011 Education Year Spring Semester. In present research Geometric Thinking Test developed by Usiskin (1982) and was adapted to Turkish by Duatepe (2000) has been employed to detect geometric thinking levels of students. In determining algebraic thinking levels of students Algebraic Thinking Test developed Hart vd. (1998) and was adapted to Turkish by Altun (2005) was used. According to the results obtained from the study, it is determined that 8th grade students focus level-1 (visual level) in terms of geometric thinking levels and level-0 in terms of algebraic thinking levels. It was determined that, gender is not an effective variable on students' geometric and algebraic thinking levels. In this research it has also been pointed out that positive, moderate and significant relationship between geometrical and algebraic thinking levels of students.Öğe Comparing the Analysis Results of the Structural Equation Models (SEM) Conducted Using LISREL and AMOS(Assoc Measurement & Evaluation Education & Psychology, 2014) Ilhan, Mustafa; Cetin, BayramThis study aimed to compare the analysis results obtained through LISREL and AMOS for the models of path analysis, Confirmatory Factor Analysis (CFA) and structural regression, which are within structural equation model and differ in levels of fit. Therefore, population and sample were not needed in the study. The study was conducted on three different data sets that reflected the models through a data file. The data set used in the path analysis was determined to reflect a low fit model, while the one used in CFA was determined to reflect an acceptable fit model. However, the data set used in the structural model reflected a good fit. In this way, it was believed that it would be possible to find an answer to the question of whether the differences in the fit indexes obtained through LISREL and AMOS were affected by the fit level of the model analyzed. The analysis results indicated that the fit indexes obtained through LISREL and AMOS were substantially similar in the data set that reflected a good fit. The differences in the fit indexes obtained through these two software packages were found to be larger in the model that reflected a low fit between the model and the data set. It was also found that this difference was remarkable, particularly in chi(2)/sd, NNFI and RFI indexes. These results indicate that the differences in the fit indexes reported by LISREL and AMOS are affected by the fit level of the model.Öğe A Comparison of Difficulty Indices Calculated for Open-Ended Items According to Classical Test Theory and Many Facet Rasch Model(Ani Yayincilik, 2018) Ilhan, Mustafa; Guler, NesePurpose: This study aimed to compare difficulty indices calculated for open-ended items in accordance with the classical test theory (CTT) and the Many-Facet Rasch Model (MFRM). Although theoretical differences between CTT and MFRM occupy much space in the literature, the number of studies empirically comparing the two theories is quite limited. Therefore, this study is expected to be a substantial contribution to the literature. Research Methods: The research data were collected through three teachers rating the answers given by 375 eighth grade students to ten open-ended questions in a mathematics test. The difficulties of the items in the test were calculated according to CTT and MFRM by using the obtained data, and the consistency between the difficulty indices estimated based on the two theories was tested. While the Microsoft Excel program was used in the analyses for CTT, the FACETS package was employed in the analyses for MFRM. Findings: The research findings showed that CTT and MFRM yielded similar results in terms of difficulty indices of open-ended questions. It was found that, according to both theories, the ten items in the achievement test were ranked as I2, I3, I1, I4, I7, I6=I8, I5 and I9, from easiest to most difficult. Implications for Research and Practice: It may be said that estimating item difficulties according to either CTT or MFRM will not cause any notable differences in terms of the items to be included or excluded in the development of an achievement test with open-ended questions. (C) 2017 Ani Publishing Ltd. All rights reservedÖğe A Comparison of the Results of Many-Facet Rasch Analyses Based on Crossed and Judge Pair Designs(Edam, 2016) Ilhan, MustafaThe aim of this study was to compare the results of many-facet Rasch analyses based on crossed and judge pair designs. The study was conducted with 168 eighth grade students and five judges. The study data were collected using an achievement test with open-ended questions and a holistic rubric that was used to rate the responses. In the data collection process, the achievement test was initially administered to students. The students' responses were rated by five judges; the ratings provided the data set for the crossed design. In the judge pair design, the students' responses to the test items were rated by any two of the five judges. Then the researcher conducted the many-facet Rasch analysis and compared the analysis outputs of the two designs. It was determined that the difference between the elements of the facets included in the analysis was demonstrated more effectively in the crossed design than the judge pair design. In the judge pair design, however, the study made significant distinctions between the elements of the facets. Moreover, the study found that the relative agreement between the ability estimations calculated based on crossed and judge pair designs was very high, and there was no significant difference between the ability estimations reported by the two designs. Therefore, it is preferable to choose judge pair design for examinations with a large number of participants as it will be less costly.Öğe Development of Classroom Assessment Environment Scale (CAES): Validity and Reliability Study(Turkish Education Assoc, 2014) Ilhan, Mustafa; Cetin, BayramIn this research, we aimed to develop an instrument that could be used to measure students' perceptions of the classroom assessment environment in a valid and reliable manner. The research was carried out in spring 2013-2014 with a total of 800 students who constituted four separate study groups. In this study, expert opinions were obtained to determine the scale's content validity and face validity, while exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to assess the construct validity of the scale's measures. The EFA yielded a construct that consisted of 18 items and two factors that explained 31.52% of the total variance. These factors were named as follows: Learning-Oriented Assessment Environment (LOAE) and Performance-Oriented Assessment Environment (POAE). Findings obtained from the CFA demonstrated that the construct with 18 items and two factors had adequate fit indexes. The reliability of the measures obtained using the LOAE and POAE subscales was examined via Cronbach's alpha, composite reliability, and the test-retest method, which produced reliability coefficients that fell within acceptable limits. With the aim of determining the items' discriminatory power, the adjusted item total correlation was examined, and 27% sub-upper group comparisons were made. The findings obtained from the item analysis showed that all of the items on the scale were discriminatory. Based on these findings, it could be concluded that the scale is an instrument that produces valid and reliable measures, and that can be used to determine students' perceptions of the classroom assessment environment.Öğe The Effect of Presenting Geometry Items with and without Shapes on the Psychometric Properties of the Test and Students' Test(Assoc Measurement & Evaluation Education & Psychology, 2024) Atci, Islim; Ilhan, MustafaThis research aimed 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 test without shapes. 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's delta statistic, which is a measure of discrimination for the overall test, was higher in the shape-containing test. Correlation analysis denoted a strong positive relationship between students' scores on the two tests. The paired samples t-test proved that there was a statistically significant difference between students' scores on the tests w ith and without shapes. These results indicate that the geometry tests with and without shapes differ in terms of both psychometric properties and students' test scores.Öğe Effects of Category Labeling With Emojis on Likert-Type Scales on the Psychometric Properties of Measurements(Sage Publications Inc, 2022) Ilhan, Mustafa; Tasdelen Teker, Gulsen; Guler, Nese; Ergenekon, OmerToday, emoji have become a popular option for anchoring the categories of Likert-type scales applied to not only adults but also children. The aim of this study was to investigate the effects of category labeling with emoji by comparing the psychometric properties of the emoji- and verbal-anchored versions of the mathematics motivation scale applied to students aged 8-11 years (grades 3, 4, and 5). The participants of the study comprised 658 students. According to the research results, students used the upper categories of the scale more intensively in the emoji-anchored version than in the verbal-anchored one. Parallel to this, the means calculated for the emoji-anchored version were found to be significantly higher. Moreover, the results of the research revealed that the verbal-anchored scale form yielded more reliable and valid measures than the emoji-anchored version.Öğe The effects of reverse items on psychometric properties and respondents' scale scores according to different item reversal strategies(Izzet Kara, 2024) Ilhan, Mustafa; Guler, Nese; Teker, Gulsen Tasdelen; Ergenekon, OmerThis study aimed to examine the effects of reverse items created with different strategies on psychometric properties and respondents' scale scores. To this end, three versions of a 10 -item scale in the research were developed: 10 positive items were integrated in the first form (Form -P) and five positive and five reverse items in the other two forms. The reverse items in the second and third forms were crafted using antonyms (Form -RA) and negations (Form -RN), respectively. Based on the research results, Form -P was unidimensional, while other forms were two-dimensional. Moreover, although reliability coefficients of all forms were obtained as above .80, the lowest one was acquired for Form -RN. There were strong -positive relationships between students' scores in the three scale forms. However, the lowest one was estimated between Form -P and Form -RN. Finally, there was a significant difference between the students' mean scores obtained from Form-RN and other two versions, but the effect size of the said difference was small. In conclusion, all these results indicate that different types of reverse items influence psychometric properties and respondents' scale scores differently.Öğe An Evaluation of the Psychometric Properties of Three Different Forms of Daly and Miller's Writing Apprehension Test through Rasch Analysis(Edam, 2017) Guler, Nese; Ilhan, Mustafa; Guneyli, Ahmet; Demir, SuleymanThis study evaluates the psychometric properties of three different forms of the Writing Apprehension Test (WAT; Daly & Miller, 1975) through Rasch analysis. For this purpose, the fit statistics and correlation coefficients, and the reliability, separation ratio, and chi-square values for the facets of item and person calculated for the 26-item, one-dimensional, 21-item, one-dimensional and 21-item, four-dimensional forms of the test were compared. The study was conducted with 720 secondary-school students in Nicosia, Northern Cyprus. Having excluded the incomplete or incorrectly completed measurement tools, data for 604 students remained in the data set. The data obtained from the research were analyzed through the Rasch model by making use of the FACETS package program. The results demonstrated that the 21-item, one-dimensional model was the most appropriate model for the WAT. Aside from this, more accurate estimations were found able to be made for students' writing apprehension by adding items with differing levels of difficulty (higher or lower than existing items) into the test.Öğe AN EXAMINATION OF THE RELATION BETWEEN 8th GRADE STUDENTS' LEVEL OF ACADEMIC RISK TAKING AND THEIR POSITIVE AND NEGATIVE PERFECTIONISM TRAITS(Cukurova Univ, 2013) Sunkur, Meral Oner; Ilhan, Mustafa; Kinay, Ismail; Kilinc, MuratThis research aims to analyze the relationship between positive and negative perfectionism traits and academic risk taking levels of 8th grade students. For this purpose relational model was used in the study. The sample was consisted of 216 Primary School students (114 girls and 102 boys) attending 8th grade during 2011-2012 academic year first semester in Battalgazi-Malatya. Positive and Negative Perfectionism Scale developed by Kirdok (2004) to determine traits of students' positive and negative perfectionism and Academic Risk Taking Scale developed by Clifford (1991) and was adapted to Turkish by Korkmaz (2002) to determine students' academic risk taking levels were used. The obtained data were analyzed by means of SPSS 17.0 package program. To analyze the obtained data Pearson Product-Moment Correlation was used. According to the results obtained from the study it was found that there is a significant and positive relationship between positive and negative perfectionism and academic risk taking levels of students. It is determined that there is a significant and negative relationship between students' negative perfectionism traits and their academic risk taking levels.Öğe An Investigation of Teachers' Beliefs about Learning(Fac Teacher Education, 2014) Bay, Erdal; Ilhan, Mustafa; Aydin, Zeynep; Kinay, Ismail; Yigit, Celal; Kahramanoglu, Recep; Kuzu, SekvanThe aim of this study was to investigate teachers' beliefs about learning. So, we investigated the level of teachers' beliefs about the traditional and constructivist approach (cognitive, social and radical). Further, it was questioned how teachers developed qualifications needed for the constructivist approach. The study was conducted on 233 teachers working in the city centre of Gaziantep in Turkey during 2011-2012 school year. Beliefs about Learning Scale, developed by the researchers, was used for data collection. The results revealed that the teachers adopted the constructivist approach at a higher level than the traditional approach. Speaking about the constructivist approach dimensions, the teachers adopted the social constructivist approach at a higher level than cognitive and radical constructivist approaches. According to the gender variable, the extent to which the female teachers adopted the constructivist approach was higher in comparison with the male teachers. Moreover, it was found that the level of classroom teachers' beliefs about the traditional approach was higher than that of subject teachers' beliefs according to seniority. Another finding was that the increase in seniority increased the teachers' beliefs about the traditional approach. The findings indicated that the teachers adopted qualifications for the constructivist approach mostly during their undergraduate and post-graduate education.Öğe An Investigation of the Relationship between Social and Cultural Intelligence through Structural Equation Model(Mehmet Tekerek, 2014) Ilhan, Mustafa; Cetin, BayramThe aim of this research was to examine the relationship between social and cultural intelligence. Relational model was used in the study. The participants of study consisted of 243 university students who were enrolled in different programs at Ziya Gokalp Faculty of Education of Dicle University during spring semester of 2011-2012 academic year. Of the participants, 103 were female and 140 were male. Tromso Social Intelligence Scale developed by Silvera, Martinussen and Dahl (2001) was adapted to Turkish by Dogan ve Cetin (2009) to assess students' social intelligence and Cultural Intelligence Scale developed by Ang et al. (2007) and was adapted to Turkish by the researchers to determine students' cultural intelligence were used. The relationships between social intelligence latent variable consisting of social information processing, social skills and social awareness variables and cultural intelligence latent variable consisting of matecognitive, cognitive, motivational and behavioral variables was examined by using structural equation model. The results of structural eqution model demonstrated that there was significant relationship between social and cultural intelligence.Öğe The Number of Response Categories and the Reverse Scored Item Problem in Likert-Type Scales: A Study with the Rasch Model(Assoc Measurement & Evaluation Education & Psychology, 2017) Ilhan, Mustafa; Guler, NeseThis study aims to address reverse scored item and the number of response categories problems in Likert-type scales. The Fear of Negative Evaluation Scale (FNES) and the Oxford Happiness Questionnaire (OHQ) were used as data collection tools. The data of the study were analyzed according to the Rasch model. It was found that the observed and expected test characteristic curves were largely overlapped, each of the three rating scales worked effectively, and the differences between response categories could be distinguished successfully by the participants in straightforward items. On the other hand, it was determined that there were significant differences between the observed and expected test characteristic curves in reverse scored items. According to the results the participants could not distinguish the response categories of the reverse scored items at three, five and seven-point rating versions of both scales. Hence, the reverse scored items were removed from the data file, and the analysis was repeated. The results revealed that item discrimination, reliability coefficients for person facet, separation ratios and Chi square values calculated for the facets of person and items were higher in five-pointed rating compared to three and seven pointed rating. Based on these results it can be said that the scale categories in reverse scored items could not be discriminated by responders at all type of rating, and that reverse scored items did not measure the same latent structure as straightforward items did.Öğe THE RELATIONSHIP BETWEEN IMPLICIT THEORY OF INTELLIGENCE AND LEARNING APPROACHES(Iated-Int Assoc Technology Education & Development, 2013) Cetin, Bayram; Ilhan, MustafaThe present study aims to investigate the relationship between implicit theory of intelligence and learning approaches. Data were collected from 257 university students, 123 of whom were female and 134 of whom were male in 2012-2013 Education Year Fall Semester. Implicit Theory of Intelligence Scale (ITIS) and Learning Approaches Scale (LAS) were used as data collection instruments. ITIS developed by Abd-El-Fattah and Yates (2006) for measuring students' beliefs about intelligence was adapted to Turkish by the researchers. As for measuring students' learning approaches, Revised Two-Factor LAS was used. This scale was developed by Biggs (2001) and adapted to Turkish by Bati, Tetik and Gurpinar (2010). In the study, the relationship between implicit theory of intelligence and learning approaches was analyzed by means of canonical correlation analysis. As a result of the canonical correlation analysis, the common variance between implicit theory of intelligence and learning approaches was found to be 38%. The obtained findings have been discussed in relation to the findings reported in the literature.Öğe Validity and Reliability Study of the Turkish Version of the Cultural Intelligence Scale(Hacettepe Univ, 2014) Ilhan, Mustafa; Cetin, BayramThe purpose of the present study is to adapt Cultural Intelligence Scale (CIS), which is developed by Ang et al. (2007) to Turkish, and to assess its psychometrics properties. Research was conducted on 5 different study groups, who consisted of 1104 students at Dicle University Ziya Gokalp Education Faculty during 2012 Spring Semester. In Turkish adaptation process of CIS, its language equivalence was assessed and strong positive and significant correlations were obtained between Turkish and English versions. Explanatory and Confirmatory factor analysis showed four factors for Turkish version of CIS similar to its original version. Concurrent validity results showed that correlation between Turkish version of CIS and Intercultural Sensitivity Scale was .61 and correlation between Turkish version of CIS and Tromso Social Intelligence Scale was .44. Reliability analyses showed .85 internal consistency coefficient and .81 test-retest reliability. Item analyses showed corrected item-total correlations were between .33 and .64. Based on these results, it can be concluded that Turkish version of CIS is a valid and reliable measurement in assessing university students' cultural intelligence.Öğe Views of academician examiners on the testing accommodations of the measurement, selection and placement center for disabled test takers(Ijate-Int Journal Assessment Tools Education, 2022) Ilhan, Mustafa; Sahin, Melek Gulsah; Cetin, BayramThe Measurement, Selection and Placement Center-MSPC (original acronym: 0lcme, Secme ve Yerlestirme Merkezi-0SYM) administers many of the high-stake examinations applied in Turkiye. 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 Turkiye, 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.
