Assessment of Mathematics Performance with the Cognitive Diagnostic Model: TIMSS Türkiye and Singapore

Year 2023, Volume: 52 Issue: 1 - K-12 BECERİ EĞİTİMİNDE TÜRKİYE PERSPEKTİFİ: KURAM VE UYGULAMA, 413 - 436, 25.12.2023

Burcu Parlak

https://doi.org/10.37669/milliegitim.1310541

Abstract

In this study, it is aimed to examine the weaknesses and strengths aspects of students in terms of knowledge and skills measured at the 8th grade mathematics level. In the study, the student response pattern given to the 8th mathematics tests in the TIMSS 2015 and the Q matrix developed by the field experts were used. This research consists of students who participated in the TIMSS 2015 from Türkiye and Singapore and who are in the eighth year of the formal education process. The research was conducted on the data of 435 Turkey, 436 Singapore students who received the 5th booklet. Data analysis was made with the DINA model, one of the cognitive diagnosis models, and the weak and strong aspects of the students in terms of knowledge and skills within the scope of the measured variables were handled independently of the total score and ranking of the countries. By interpreting the parameter values obtained at the end of the data analysis and the attribute prevalence, the weak and strong points of the students from the two countries in the measured skill and knowledge levels were interpreted. One of the most important findings is that Singapore, which has a high level of success and achieves high scores, has low values in terms of transformation geometry. On the other hand, it was determined that Turkish students had difficulties in items involving reasoning skills and open-ended items.

Keywords

mathematics achievement, cognitive skills, cognitive diagnostic models, DINA Model, TIMSS

Matematik Performansının Bilişsel Tanı Modeli ile Değerlendirilmesi: TIMSS Türkiye ve Singapur Örneği

Abstract

Bu çalışmada, öğrencilerin 8.sınıf matematik dersinde bilgi ve beceriler bakımından zayıf ve güçlü yönlerinin incelenmesi amaçlanmaktadır. Araştırmada, TIMSS 2015 uygulamasında 8. sınıf matematik testlerine verilen öğrenci yanıt örüntüsü ile alan uzmanları tarafından geliştirilen Q matris kullanılmıştır. Bu araştırmanın evrenini TIMSS 2015 uygulamasına Türkiye ve Singapur’dan katılan ve formal eğitim sürecinin sekizinci yılında bulunan öğrenciler oluşturmaktadır. Araştırma 5. kitapçığı alan 435 Türkiye ve 436 Singapur öğrenci verisi üzerinden yürütülmüştür. Bilişsel tanı modellerinden DINA model ile veri analizi yapılarak öğrencilerin ölçülen değişkenler kapsamında bilgi ve beceri bakımından zayıf ve güçlü yönleri, ülkelerin toplam puan ve sıralamasından bağımsız bir şekilde ele alınmıştır. Veri analizi sonunda elde edilen parametre değerleri ve gözlenen niteliklerin sıklıkları yorumlanarak iki ülke öğrencilerinin ölçülen beceri ve bilgi düzeylerindeki zayıf ve güçlü noktaları yorumlanmıştır. En önemli bulgulardan biri başarı düzeyi üst sıralarda yer alan ve yüksek puanlar elde eden Singapur’un dönüşüm geometrisi konusunda düşük düzeyde değerler elde etmesidir. Diğer taraftan Türk öğrencilerin akıl yürütme düzeyinde ve açık uçlu maddelerde zorlandıkları belirlenmiştir.

Keywords

matematik başarısı, bilişsel beceriler, bilişsel tanı modelleri, DINA Model, TIMSS.

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