Ölçme Değişmezliğinin Değerlendirilmesi: Türk ve Amerikalı Öğrenciler için Madde İşlev Farklılığının Belirlenmesinde Çoklu Grup Doğrulayıcı Faktör Analizi Kullanımı

Year 2019, Volume: 4 Issue: 1, 1 - 20, 30.06.2019

Derya Evran

https://doi.org/10.22596/2019.0401.1.20

Abstract

Uluslararası büyük ölçekli sınavlar genellikle
bir ülkede geliştirilmekte ve diğer ülkelerde uygulanmaktadır. Ülkeler arasında
ölçme değişmezliğinin değerlendirilmesi, geçerli sonuçlar ve ülkeler arasında
karşılaştırmalar için önemli bir adımdır. Bu makale, iki ülkede, Uluslararası
Öğrenci Değerlendirme Programı (PISA) 2009 öğrenci anketinden seçilen soruların
ölçme değişmezliğini araştırmıştır. Türkiye ve Amerika Birleşik Devletleri,
madde işlev farklılığını (DIF) saptamak için çoklu grup doğrulayıcı faktör
analizi ile karşılaştırılmıştır. Sonuçlar ki-kare uyum testi , RMSEA
karşılaştırmalı uyum indeksi ve Tucker-Lewis indeksi temel alınarak
değerlendirilmiştir. Sonuçlara göre, Öğrenme stratejileri kapsamında DIF
sergileyen maddeler, Madde Tepki kuramı ile değerlendirilmiş ve yorumlanmıştır.

Keywords

DIF, PISA, MG-CFA, IRT, öğrenme stratejileri, ölçme değişmezliği

Assessing Measurement Invariance: Multiple Group Confirmatory Factor Analysis for Differential Item Functioning Detection in Polytomous Measures of Turkish and American Students

Abstract

International
assessments are often developed in one country and applied in other countries.
Assessing the measurement invariance across countries is an important step in
determining valid conclusions, comparisons across countries. This paper
investigated measurement invariance, across two countries, of selected
questions from the Programme for International Student Assessment 2009 student
questionnaire. Turkey and United States were compared with the multiple group
confirmatory factor analysis for scores on polytomous items to detect
differential item functioning (DIF). The results were based on the chi-square
goodness of fit test and root mean squared error of approximation, the
comparative fit index and the Tucker-Lewis index. The items exhibit DIF,
learning strategies, were investigated with Item Response Theory based on the
chi-square goodness of fit and t-test.

Keywords

DIF, PISA, MG-CFA, IRT, learning strategies, measurement invariance

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