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Canlı Okuyucu ve Bilgisayar Destekli Okumanın Görme Engelli Öğrencilerin Test Başarıları Üzerindeki Etkilerinin Karşılaştırılması

Year 2022, Volume: 30 Issue: 2, 341 - 352, 29.04.2022

Abstract

Bu araştırmanın amacı, Milli Eğitim Bakanlığı tarafından temel eğitimden ortaöğretime geçiş (TEOG) sınavı kapsamında görme engelli öğrencilere yönelik hazırlanan Türkçe ve matematik testlerinin bilgisayar ortamında ve canlı okuyucu tarafından sesli okunmasının görme engelli bireylerin performansında anlamlı fark yaratıp yaratmadığını araştırmaktır. Çalışma nicel araştırma türünde ve yarı deneysel desendedir. Araştırma grubu; Ankara, İstanbul ve Konya’da toplam beş görme engelliler okulunda öğrenim görmekte olan sekizinci sınıfta okuyan 48 öğrenciden oluşmaktadır. Bu öğrenciler sınavlarda okuyucu desteği alan ve görme engeli dışında herhangi bir engelleri bulunmayan öğrencilerdir. Araştırma kapsamında görme engelli öğrencilerin sınavlarda kullanabilecekleri Bilgisayar Ortamında Sesli Test Uygulama Aracı (BOSTA) geliştirilmiş ve bu araç kullanılarak bilgisayar ortamında uygulanan testin canlı okuyucu uygulaması karşısındaki etkililiği test edilmiştir. Türkçe ve matematik testleri çalışma grubunda yer alan öğrencilerden seçkisiz olarak belirlenen 24’üne bilgisayar ortamında, diğer 24’üne ise canlı okuyucu ile verilmiştir. Deney ve kontrol gruplarında yer alan öğrencilerin araştırma kapsamındaki Türkçe ve matematik başarılarını karşılaştırmak amacıyla bağımsız örneklemler için t-testi uygulanmıştır. Yapılan analiz sonucunda her iki testte (bilgisayar ortamında uygulanan sesli okuma uygulamasındaki test ile canlı okuyucu tarafından okunan test arasında) anlamlı farklılık bulunmamıştır. Bu bulgu, bilgisayar ortamında yapılan testin canlı okuyucu ile uygulanan test kadar etkili olduğunu ve sınavlarda kullanılabileceğini göstermektedir. Araştırmada, bu çalışma kapsamında geliştirilen test uygulama aracının ulusal sınavlarda kullanılabileceği sonucuna varılmıştır. Ayrıca testlerde yapılan uyarlamaların geçerlik kanıtlarının da sunulması gerektiği ifade edilmiştir.

References

  • Allan, J. M., Bulla, N., ve Goodman, S. A.(2003). Test access: guidelines for computer administered testing. American Printing House for the Blind: Louisville, KY. 11. 10. 2014 tarihinde http://www.aph.org adresinden erişilmiştir.
  • Allman, C. B. (2006). Position paper: Accommodations for testing students with visual impairments. 05.04.2015 tarihinde http://www.aph.org/tests/accomodations.html adresinden erişilmiştir.
  • Allman, C. B. (2009). Test access: making tests accessible for students with visual impairments. Fourth edition. Louisville, Kentucky: American Printing House for the Blind.
  • American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
  • Bolt, S. (2004). Accomodations for testing students with disabilities: information for parents. National Center on Educational Outcomes, University of Minnesota.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2011). Bilimsel araştırma yöntemleri (8. baskı). Ankara: Pegem Akademi.
  • Cahalan-Laitusis, C. (2004). Accommodations on high-stakes tests for students with disabilities (Rapor No: RR-04-13). Princeton, NJ: ETS.
  • Educational Testing Service (2014). Assessing people with disabilities. 25.02.2014 tarihinde https://www.ets.org/research/topics/assessing_people_with_disabilities adresinden erişilmiştir.
  • Elbaum, B. (2007). Effects of an oral testing accommodation on the mathematics performanceof secondary students with and without learning disabilities. The Journal of Special Education, 40(4), 218–229.
  • Elliott, S. N., Kratochwill, T. R., ve McKevitt, B. C. (2001). Experimental analysis of the effects of testing accommodations on the scores of students with and without disabilities. Journal of School Psychology, 39, 3–24.
  • Fraenkel, J. R., Wallen, N. E., ve Hyun, H. Y. (2012). How to design and evaluate research in education (Eighth edition). New York: McGraw-Hill.
  • Government Accountability Office (2011). Improved federal enforcement needed to better protect students’ rights to testing accommodations. Report to Congressional Requesters. 11.10.2014 tarihinde http://www.gao.gov adresinden erişilmiştir.
  • Howitt, D., & Cramer, D. (2008). Introduction to research methods in psychology. (2nd Edition). London: Pearson Education.
  • Kettler, R. J., Niebling, B. C., Mroch, A. A., Feldman, E. S., & Newell, M. L. (2003). Effects of testing accommodations on math and reading scores: An experimental analysis of the performance of fourth-and eighthgrade students with and without disabilities (WCER Working Paper No. 2003-7). Madison: University of Wisconsin, Wisconsin Center for Education Research.
  • Kim, J. S. (2012). The effect of “read-aloud” as a test accommodation for students with visual impairments in South Korea. Journal of Visual Impairment & Blindness, 106(6), 356-361.
  • Koretz, D. M., & Barton, K. (2003). Assessing students with disabilities: issues and evidence. Los Angeles: University of California.
  • Koretz, D., & Hamilton, L. (2000). Assessment of students with disabilities in Kentucky: Inclusion, student performance, and validity. Educational Evaluation and Policy Analysis, 22, 255–272.
  • Krathwohl, D. R. (1997). Methods of educational and social science research: An integrated approach. (2nd Edition). New York: Longman Publications.
  • Li, H. (2014, online first). The effects of read-aloud accommodations for students with and without disabilities: A meta-analysis. Educational Mesaurement: Issues and Practices. DOI: 10.1111/emip.1207.
  • Meloy, L., Deville, C., & Frisbie, D. A. (2002). The effect of a read aloud accommodation on test scores of students with and without a learning disability in reading. Remedial and Special Education, 23(4) 248–255.
  • Milli Eğitim Bakanlığı (2013). 2013-2014 eğitim-öğretim yılı ortaöğretime geçiş ortak sınavları e-kılavuzu. Ankara: MEB Yayınları.
  • Milli Eğitim Bakanlığı (2019). Sınavla öğrenci alacak ortaöğretim kurumlarına ilişkin merkezi sınav başvuru ve uygulama kılavuzu. 21.02.2020 tarihinde https://www.meb.gov.tr/ortaogretime-gecis-yonergesi-sinavla-ogrenci-alacak-ortaogretim-kurumlarina-iliskin-merkez-sinav-basvuru-ve-uygulama-kilavuzu/haber/18343/tr adresinden erişilmiştir.
  • Olson, J. F., & Dirir, M. D. (2010). Technical report for studies of the validity of test results for test accommodations. Washington, DC: Council of Chief State School Officers (CCSSO).
  • Ölçme Seçne ve Yerleştirme Merkezi (2014). 2014 öğrenci seçme ve yerleştirme sistemi (ÖSYS) kılavuzu. 20.05.2014 tarihinde http://www.osym.gov.tr adresinden erişilmiştir.
  • Ölçme Seçne ve Yerleştirme Merkezi (2015). Öğrenci seçme ve yerleştirme sistemi 2015 ÖSYS kılavuzu. 17.01.2015 tarihinde http://dokuman.osym.gov.tr/pdfdokuman/2015/YGS/2015_OSYS_KILAVUZ.pdf adresinden erişilmiştir.
  • Philips, S. E. (1994). High-stakes testing accommodations: Validity versus disabled rights. Applied Measurement in Education, 7, 93–120.
  • Sireci, S. G., Scarpati, S. E., & Li, S. (2005). Test accommodations for students with disabilities: An analysis of the interaction hypothesis. Review of Educational Research, 75(4), 457–490.
  • Sitlington, P. L., Clark, G., & Kolstoe, O. (2000). Transition education and services for adolescents with disabilities (3rd ed.). Boston: Allyn & Bacon.
  • Şenel, S. (2014, Haziran). Görme engelli öğrencilerin üniversite giriş sınavı deneyimleri. IV. Ulusal Eğitimde ve Psikolojide Ölçme ve Değerlendirme Kongresi, Ankara.
  • Tavşancıl, E., Uluman, M. ve Furat, E. (2012, Eylül). Görme engelli öğrencilerin üniversite giriş sınavında karşılaştığı sorunlar ve çözüm önerileri. III. Ulusal Eğitimde ve Psikolojide Ölçme ve Değerlendirme Kongresi, Bolu.
  • Thurlow, M. L., Thompson, S. J., & Lazarus, S. S. (2006). Considerations for the administration of tests to special needs students: Accommodations, modifications, and more. In S. M. Downing & T. M. Haladyna (Eds.), Handbook of test development (pp. 653–673). Mahwah, NJ: Lawrence Erlbaum.
  • Willingham, W. W., Ragosta, M, Bennett, R. E., Braun, H., Rock, D. A.. & Powers, D. E. (Eds.). (1988). Testing handicapped people. Boston: Allyn & Bacon.

Comparison of the Effects of Live Reader and Computerized Reading on the Test Achievement of Visually Impaired Students

Year 2022, Volume: 30 Issue: 2, 341 - 352, 29.04.2022

Abstract

The aim of this study is to investigate whether the reading of the Turkish and math tests
prepared by the Ministry of National Education for students with visual impairment within the
scope of the transition from basic education to secondary education (TEOG) makes a significant
difference in the performance of individuals with visual impairments in the computerized and
by the live reader. The study is of quantitative research type and in semi-experimental design.
Research group consists of 48 students who are studying in a total of five visually impaired
schools in Ankara, Istanbul and Konya. These students are those who receive reader support in
exams and do not have any disabilities other than visual impairment. Within the scope of the
research, the Voice Test Application Tool in Computerized (BOSTA), which can be used by
students with visual impairments, was developed and the effectiveness of the test applied in
computerized against this live reader application was tested using this tool. Turkish and
mathematics tests were given to 24 of the students in the study group were selected randomly,
in computerized and the other 24 were given by a live reader. In order to compare the Turkish
and mathematics achievements of the students in the experimental and control groups within
the scope of the research, independent samples t-test was applied. As a result of the analysis,
no significant difference was found in both tests (between the test in the reading aloud
application performed in computerized and the test read by the live reader). This finding shows
that the test performed in the computerized is as effective as the test performed with the live
reader and can be used in exams. In the research, it was concluded that the test application
tool developed within the scope of this study can be used in national exams. It was also state

References

  • Allan, J. M., Bulla, N., ve Goodman, S. A.(2003). Test access: guidelines for computer administered testing. American Printing House for the Blind: Louisville, KY. 11. 10. 2014 tarihinde http://www.aph.org adresinden erişilmiştir.
  • Allman, C. B. (2006). Position paper: Accommodations for testing students with visual impairments. 05.04.2015 tarihinde http://www.aph.org/tests/accomodations.html adresinden erişilmiştir.
  • Allman, C. B. (2009). Test access: making tests accessible for students with visual impairments. Fourth edition. Louisville, Kentucky: American Printing House for the Blind.
  • American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
  • Bolt, S. (2004). Accomodations for testing students with disabilities: information for parents. National Center on Educational Outcomes, University of Minnesota.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2011). Bilimsel araştırma yöntemleri (8. baskı). Ankara: Pegem Akademi.
  • Cahalan-Laitusis, C. (2004). Accommodations on high-stakes tests for students with disabilities (Rapor No: RR-04-13). Princeton, NJ: ETS.
  • Educational Testing Service (2014). Assessing people with disabilities. 25.02.2014 tarihinde https://www.ets.org/research/topics/assessing_people_with_disabilities adresinden erişilmiştir.
  • Elbaum, B. (2007). Effects of an oral testing accommodation on the mathematics performanceof secondary students with and without learning disabilities. The Journal of Special Education, 40(4), 218–229.
  • Elliott, S. N., Kratochwill, T. R., ve McKevitt, B. C. (2001). Experimental analysis of the effects of testing accommodations on the scores of students with and without disabilities. Journal of School Psychology, 39, 3–24.
  • Fraenkel, J. R., Wallen, N. E., ve Hyun, H. Y. (2012). How to design and evaluate research in education (Eighth edition). New York: McGraw-Hill.
  • Government Accountability Office (2011). Improved federal enforcement needed to better protect students’ rights to testing accommodations. Report to Congressional Requesters. 11.10.2014 tarihinde http://www.gao.gov adresinden erişilmiştir.
  • Howitt, D., & Cramer, D. (2008). Introduction to research methods in psychology. (2nd Edition). London: Pearson Education.
  • Kettler, R. J., Niebling, B. C., Mroch, A. A., Feldman, E. S., & Newell, M. L. (2003). Effects of testing accommodations on math and reading scores: An experimental analysis of the performance of fourth-and eighthgrade students with and without disabilities (WCER Working Paper No. 2003-7). Madison: University of Wisconsin, Wisconsin Center for Education Research.
  • Kim, J. S. (2012). The effect of “read-aloud” as a test accommodation for students with visual impairments in South Korea. Journal of Visual Impairment & Blindness, 106(6), 356-361.
  • Koretz, D. M., & Barton, K. (2003). Assessing students with disabilities: issues and evidence. Los Angeles: University of California.
  • Koretz, D., & Hamilton, L. (2000). Assessment of students with disabilities in Kentucky: Inclusion, student performance, and validity. Educational Evaluation and Policy Analysis, 22, 255–272.
  • Krathwohl, D. R. (1997). Methods of educational and social science research: An integrated approach. (2nd Edition). New York: Longman Publications.
  • Li, H. (2014, online first). The effects of read-aloud accommodations for students with and without disabilities: A meta-analysis. Educational Mesaurement: Issues and Practices. DOI: 10.1111/emip.1207.
  • Meloy, L., Deville, C., & Frisbie, D. A. (2002). The effect of a read aloud accommodation on test scores of students with and without a learning disability in reading. Remedial and Special Education, 23(4) 248–255.
  • Milli Eğitim Bakanlığı (2013). 2013-2014 eğitim-öğretim yılı ortaöğretime geçiş ortak sınavları e-kılavuzu. Ankara: MEB Yayınları.
  • Milli Eğitim Bakanlığı (2019). Sınavla öğrenci alacak ortaöğretim kurumlarına ilişkin merkezi sınav başvuru ve uygulama kılavuzu. 21.02.2020 tarihinde https://www.meb.gov.tr/ortaogretime-gecis-yonergesi-sinavla-ogrenci-alacak-ortaogretim-kurumlarina-iliskin-merkez-sinav-basvuru-ve-uygulama-kilavuzu/haber/18343/tr adresinden erişilmiştir.
  • Olson, J. F., & Dirir, M. D. (2010). Technical report for studies of the validity of test results for test accommodations. Washington, DC: Council of Chief State School Officers (CCSSO).
  • Ölçme Seçne ve Yerleştirme Merkezi (2014). 2014 öğrenci seçme ve yerleştirme sistemi (ÖSYS) kılavuzu. 20.05.2014 tarihinde http://www.osym.gov.tr adresinden erişilmiştir.
  • Ölçme Seçne ve Yerleştirme Merkezi (2015). Öğrenci seçme ve yerleştirme sistemi 2015 ÖSYS kılavuzu. 17.01.2015 tarihinde http://dokuman.osym.gov.tr/pdfdokuman/2015/YGS/2015_OSYS_KILAVUZ.pdf adresinden erişilmiştir.
  • Philips, S. E. (1994). High-stakes testing accommodations: Validity versus disabled rights. Applied Measurement in Education, 7, 93–120.
  • Sireci, S. G., Scarpati, S. E., & Li, S. (2005). Test accommodations for students with disabilities: An analysis of the interaction hypothesis. Review of Educational Research, 75(4), 457–490.
  • Sitlington, P. L., Clark, G., & Kolstoe, O. (2000). Transition education and services for adolescents with disabilities (3rd ed.). Boston: Allyn & Bacon.
  • Şenel, S. (2014, Haziran). Görme engelli öğrencilerin üniversite giriş sınavı deneyimleri. IV. Ulusal Eğitimde ve Psikolojide Ölçme ve Değerlendirme Kongresi, Ankara.
  • Tavşancıl, E., Uluman, M. ve Furat, E. (2012, Eylül). Görme engelli öğrencilerin üniversite giriş sınavında karşılaştığı sorunlar ve çözüm önerileri. III. Ulusal Eğitimde ve Psikolojide Ölçme ve Değerlendirme Kongresi, Bolu.
  • Thurlow, M. L., Thompson, S. J., & Lazarus, S. S. (2006). Considerations for the administration of tests to special needs students: Accommodations, modifications, and more. In S. M. Downing & T. M. Haladyna (Eds.), Handbook of test development (pp. 653–673). Mahwah, NJ: Lawrence Erlbaum.
  • Willingham, W. W., Ragosta, M, Bennett, R. E., Braun, H., Rock, D. A.. & Powers, D. E. (Eds.). (1988). Testing handicapped people. Boston: Allyn & Bacon.
There are 32 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Ersoy Karabay 0000-0002-9499-2009

Publication Date April 29, 2022
Acceptance Date January 20, 2021
Published in Issue Year 2022 Volume: 30 Issue: 2

Cite

APA Karabay, E. (2022). Comparison of the Effects of Live Reader and Computerized Reading on the Test Achievement of Visually Impaired Students. Kastamonu Education Journal, 30(2), 341-352.

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