Altıncı Sınıf Öğrencilerinin Ses ve Özellikleri Ünitesi ile İlgili Başarılarını Ölçmeye Yönelik Bir Test Geliştirme Çalışması (original) (raw)
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Developing an Achievement Test for the Subject of Sound in Science Education
Journal of Education and Learning, 2016
The purpose of this study is to develop an achievement test which includes the basic concepts about the subject of sound and its properties in middle school science lessons and which at the same time aims to reveal the alternative concepts that the students already have. During the process of the development of the test, studies in the field and concepts about sound were reviewed. Test items were prepared by taking the views of experts. 234 9 th graders during the academic year 2013-2014 participated in the study for the pilot and actual implementation. 85 questions prepared initially were reduced to 43 multiple choice questions with four choices following reliability and validity studies. KR-20 reliability coefficient of the 43 question sound achievement test was found as 0,83. The results show that the prepared sound achievement test is reliable.
Development and Standardization of Achievement Test
The purpose of this study was to develop and standardization Achievement test to measure student learning in biology program at the secondary school. Both classical and IRT models were used to address the research objectives of the study. The preliminary instrument consisted of 150 multiple-choice items that on a sample size of 300 students were performed. The final instrument was two parallel forms of 50 items that on the normative sample volume of about 938 Students were performed. Estimated reliability coefficient for internal consistency with test forms was 0.89, 0.88, respectively. On the basis of factor analysis both forms of the test was an overall factor saturated. Results showed there is no significant difference between mean scores of boys and girls. So standardized and percentile Norms for all subjects calculated. Findings from the IRT analysis showed that more than 92 percent of the items are significantly fitted to Three-Parameter Logistic Model. Test information function was a bell-shaped curve and over a wide ability range from-0.5 to +2.5 provides more information. Also the maximum information was provided at +1.5 from ability continuum. [Hassan Moshtaghian Abarghoie, Yusuf Mahmoudi Khamiripoor, Hossein Hosseini, Bahram Esmaeili, Jamshid Moshtaghian Abarghoie, Hojat Moshtaghian Abarghoie. Development and Standardization of Achievement Test. Journal of American Science 2012 8(4):166-168]. (ISSN: 1545-1003). http://www.americanscience.org. 22
Construction and Validation of Achievement Test In Science For Standard 8 th
Achievement test is tool for teaches for evaluation of students in school situation. It is a test of knowledge based, something learned. The main purpose of an achievement test is to determine one's knowledge in a particular subject. It helps in measuring the amount of success of an individual in specific field. In school environment it is used as an instrument to measure success of an individual in particular subject or group of subjects. The present study was conducted with the purpose to construct and validate an achievement test in science for 8 std. students of high school of Surendranagar district. The test consisted of 200 items covering all aspects of science text book of standard 8, published by Gujarat Rajya Shala Patya Pustak Mandal, Gandhinagar. After doing rigorous item analysis, 100 items were retained in the final version of the test. Test-retest reliability was calculated and value of coefficient of correlation was found to be 0.85. Validity of the achievement test was established by comparison with annual exam marks obtained in science, on the sample of about 110(boys and girls). The correlation between them was found to be 0.79.
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje
Measuring student achievement is one of the key issues when researching quality and efficiency of an educational system. Several existing studies tried to express student achievement in mathematics or science through separate tests within the particular domain. The aim of this paper is to consider the possibility of measuring knowledge in the STEM area through integrated tests and to present the characteristics of the new tests developed particularly for this purpose.In this paper, a complete psychometric analysis of the newly developed tests is provided. The paper outlines the steps undertaken in the process of determining content requirements within each knowledge test, preliminary validations of initial test versions, as well as the results obtained in the main study. The main study encompassed 586 grade 4 students, 580 grade 5 students and 632 grade 6 students.In every test, the unidimensional structure was obtained using confirmatory and exploratory factor analyses. Acceptable ...
Examining the Achievement Test Development Process in the Educational Studies
Participatory educational research, 2023
Literature review shows that the development process of an achievement test is mainly investigated in dissertations. Moreover, preparing a form that will shed light on developing an achievement test is expected to guide those who will administer the test. In this line, the current study aims to create an "Achievement Test Development Process Control Form" and investigate the achievement tests for Maths based on this form. Document analysis was conducted within the framework of qualitative research and was done based on descriptive analysis. Within the scope of the research, 1683 articles published in designated journals between 2015-2020 were reviewed. It was determined that a mathematics achievement test was developed in 39 of these articles, which were coded on the control form. The articles that were included in the scope of the current study were investigated in terms of the type of items used in the tests, the theory or practice on which the test was developed, the use of rubric for open-ended items, the number of items in the pilot and final form, features of the test form as well as those pertaining to the table of specifications, the features of item pool, the evaluation of pilot testing, the evaluation of real study, test validity and reliability, and the setting in which tests were administered. The current study findings show that mostly an item pool was not prepared, the pilot application was not conducted or was not specified, and even if it was conducted, item analysis was not performed, test forms or example items were not included in the articles, and there were some deficiencies regarding validity. On the other hand, it was clear that the articles mostly specified the test goal and reported the reliability coefficient. In light of the current
2021
This study compares the successes of numbers 94 7th grade students in science education with assessmentevaluation questions based on skill and acquisition. Assessment-evaluation achievement tests based on skill and acquisition were developed by researchers towards the measurement of force and acquisitions in friction units taking place in the 7th-grade curriculum. While skill-based questions are being prepared, High School Entrance Exam (HSEE) and international exams such as Programme for International Student Assessment (PISA) were developed due to inspiration from Trends in International Mathematics and Science Study (TIMSS) exam questions and acquisition-based assessment and evaluation questions were taken from pre-exam books. It was found that the reliability coefficient for the traditional test is 0.70 and for the skill-based test is 0.72. At the same time, students' opinions were taken to detect students' perspectives against skill and acquisition-based questions after application. According to the statistical results gathered from research, the academic achievements of students who are prepared with the same acquisitions and applied with skill and acquisition-based assessment-evaluation questions were analyzed. It was determined that despite the lack in solving skill-based questions, students were successful in acquisition-based assessmentevaluation. The students' average success in the acquisition-based test was 76 out of a hundred, and the average score in the skillbased test was 44. Besides, it can be considered to extend skill-based questions for Turkey to go beyond successes.
An Analysis of Validity and Reliability of a Teacher-Made Test
Journal of English Education and Teaching, 2019
The aim of this research was to find out the validity and reliability of a teacher-made test in SMAN 6 Bengkulu. This research was a descriptive quantitative research. The subject of this research was an English teacher-made test for eleventh grade students of SMAN 6 Bengkulu. There were 40 items of the test consist of 35 multiple choice items and 5 essay items. There were two research instruments used in this research, observation checklist and documentation. Based on the data analysis, it was found that the percentage of the validity score was 60% or 0.60. It means that the test was valid but in the intermediate category. The r-obtained for reliability test was 0.62 and it was considered to be reliable but was in the intermediate level of reliability. From the research finding, it can be concluded that the test was valid and reliable but both were in the intermediate category. It means that the test still need some revision and improvement in order to be a good, valid, and relia...
Journal of Education and Practice, 2015
For "Matter Changing" unit included in the Secondary School 5th Grade Science Program, it is intended to develop a test conforming the gains described in the program, and that can determine students' achievements. For this purpose, a multiple-choice test of 48 questions is arranged, consisting of 8 questions for each gain included in the training program. The test, of which the content validity is reviewed and ensured by 2 chemistry domain experts and 2 science lecturers, is applied to 354 6th grade students (ages 11-12) in the Black Sea Region of Turkey, in a city centre. Item analysis of the test is carried out and 16 items of which the distinctiveness are below 0,30 are excluded from the test. As a result of item analysis the average difficulty of the questions are estimated to be 0,38 and it is seen that their difficulty level is intermediate. Likewise, the average distinctiveness of the questions are estimated to be 0,38 and it is seen that the distinctiveness str...