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Yüksek Lisans Öğrencilerinin Seminer Sunu Performanslarının Çok-Yüzeyli Rasch Modeli İle Analizi

Year 2013, Issue: 25, 7 - 22, 30.01.2014

Abstract

Araştırmanın amacı, “Yüksek lisans öğrencilerinin seminer sunu performanslarının çok-yüzeyli Rasch modeli ile analizi”ninyapılmasıdır. Araştırmada survey yöntemi kullanılmıştır. Çalışma grubunu, 2009-2010 akademik yılında Fırat Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Bölümü’nde yüksek lisans semineri sunan yedi öğrenci oluşturmaktadır. Araştırmada, beş jüri yedi öğrencinin seminer sunularını izlemiştir. Değerlendirme kriterleri 11 adettir. Araştırmalarda kullanılan yüzeyler (seminer sunuları, jürilerin katılık/cömertlikleri ve kullanılan kriterler) kendi içlerinde sıralanmıştır. Araştırma sonuçlarına göre, yedi seminerden S1 kodlu seminer en başarılı, S2 kodlu seminer en başarısızdır. S1, 213 puan alırken S2, 166 puan almıştır. En cömert jüri J4 ve en katı jüri J2’dir. Araştırma sonuçlarına göre bir öneri: Jürilerin yanlılık nedenlerini daha belirgin olarak ortaya konulabilmesi için çok-yüzeyli Rasch ölçme modeline ilave olarak ölçme araçları kullanılmalıdır.

References

  • + -2 + Low Success Severity Easy Measurement Seminars Judge Criteras Adams, S. M. &Rytmeister, C. (2000). Beginning The Academic Career: How Can It Best Be Supported in Changing Unversity Climate?.Retrieved March 17, 2010, from http://www.ascilite.org.au/aset-archives/confs/asetherdsa2000/procs/adams.html.
  • Arizona State Universty. (2010). Doctoral Seminar B: Early and Adult Literacy/Biliteracy. Retrieved December 12, 2010, from http://www.langlit.asu.edu/seminar_B_emerg_lit.pdf
  • Bond, T. G. & Fox, C. M. (2001). Applying TheRasch Model: Fundamental Measurement in The Human Science. Mahway, NJ: Erlbaum.
  • Elhan, A. H. &Atakurt, Y. (2005). Why Is It Necessary Do Use Rasch Analysis When Evaluting Measures?. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 58, 47-50.
  • Fisher, W. P., Jr. (1997). Blind Guides to Measurement.Rasch Measurement Transactions, 11(2), 566-567. Retrieved December 1, 2009, from http://www.rasch.org/mrt/rmt112g.htm
  • Fisher, W. P., Jr. (2005). Meaningfulness, Measurement and Item Response Theory (IRT).Rasch Measurement Transactions, 19 (2), 1018-1020. Retrieved December 1, 2009, from http://www.rasch.org/mrt/rmt192d.htm
  • Gözütok, D. (2007). Öğretim İlke ve Yöntemleri. Ankara: EkinoksYayınları.
  • Kent University. (2010). Masters / Doctoral Seminar Syllabus. Retrieved March 31, 2010, from http://www.cs.kent.edu/~walker/classes/msphdsem.s07/syllabus.html Klerk, V. D. (1995).The Discourse of Post-Graduate Seminars. Linguistics and Education, 7 (3), 157-174.
  • Linacre, J. M. (1993). Generalizability Theory and Many Facet RaschMeasurement. Annual Meeting of The American Educational Research Association. (April, 13, 1993), (ED 364 573). Atlanta Georgia.
  • Linacre, J. M. (1994). Sample Size and Item Calibration Stability. Rasch at The Measurement Transactions, 7 (4), 328. Retrieved December 1, 2009, from http://www.rasch.org/mrt/rmt74m.htm
  • Linacre, J. M. (1995). ANOVA with Rasch Measures.Paper Presented Annual Meeting of The AERA, San Francisco, CA, April 18-22, MF01/PC01 Plus Postage.
  • Linacre, J. M. (2006). Winsteps.RaschMeasurement Computer Program.Chigago: Winsteps. Retrieved December 1, 2009, from http://www.winsteps.com/winman/index.htm
  • Official Gazette (1996, 1 July). Regulations of Post-Graduate Education and Teaching, Num.22683.The Council of Higher Education, Turkey.
  • Oğuzkan, A. F. (1993). Eğitim Terimleri Sözlüğü. Ankara: EmelMatbaacılık.
  • Öztürk, F., Sapancı, A. & Kuyumcu A. (2007). Lisansüstü Eğitim Seminer Dersine İlişkin Öğretim Üyelerinin Görüş ve Beklentilerinin Değerlendirilmesi. III. Lisansüstü Eğitim Sempozyumu: Lisansüstü Eğitimde Sorunlar ve Çözüm Önerileri, 17-20 Ekim 2007, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Smith, L. E. (1987). Discourse Across Cultures.NewYork: Prentice Hall.
  • Tan, Ş. &Erdoğan, A. (2004). Öğretimi Planlama ve Değerlendirme. Ankara: Pegem A. Yayıncılık.

Analysis of Seminar Presentation Performances of Postgraduate Students with Many-Facet Rasch Model

Year 2013, Issue: 25, 7 - 22, 30.01.2014

Abstract

The aim of the study is to make “Analysis of seminar presentation performances of postgraduate students with many-facet Rasch model”. Survey method was used in research. The study group consisted of seven students who present graduate seminar in Firat University, Faculty of Education Department of Educational Sciences in 2009- 2010 academic year. Five juries observed the seminar presentations of seven students in the study. The surfaces used in researches simultaneously (seminar presentations, severity/leniency of the juries and criteria used) are arranged in respective contexts. The seminar S1 coded was found to be the most successful and seminar coded S2 was found most unsuccessful according to the study conclusions. Most lenient jury is J4 and most severe jury is J2. According to research, a suggestion: Measurement instruments should be used in addition many-facet Rasch measurement model in order to set forth the biases reasons of juries more specifically.

References

  • + -2 + Low Success Severity Easy Measurement Seminars Judge Criteras Adams, S. M. &Rytmeister, C. (2000). Beginning The Academic Career: How Can It Best Be Supported in Changing Unversity Climate?.Retrieved March 17, 2010, from http://www.ascilite.org.au/aset-archives/confs/asetherdsa2000/procs/adams.html.
  • Arizona State Universty. (2010). Doctoral Seminar B: Early and Adult Literacy/Biliteracy. Retrieved December 12, 2010, from http://www.langlit.asu.edu/seminar_B_emerg_lit.pdf
  • Bond, T. G. & Fox, C. M. (2001). Applying TheRasch Model: Fundamental Measurement in The Human Science. Mahway, NJ: Erlbaum.
  • Elhan, A. H. &Atakurt, Y. (2005). Why Is It Necessary Do Use Rasch Analysis When Evaluting Measures?. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 58, 47-50.
  • Fisher, W. P., Jr. (1997). Blind Guides to Measurement.Rasch Measurement Transactions, 11(2), 566-567. Retrieved December 1, 2009, from http://www.rasch.org/mrt/rmt112g.htm
  • Fisher, W. P., Jr. (2005). Meaningfulness, Measurement and Item Response Theory (IRT).Rasch Measurement Transactions, 19 (2), 1018-1020. Retrieved December 1, 2009, from http://www.rasch.org/mrt/rmt192d.htm
  • Gözütok, D. (2007). Öğretim İlke ve Yöntemleri. Ankara: EkinoksYayınları.
  • Kent University. (2010). Masters / Doctoral Seminar Syllabus. Retrieved March 31, 2010, from http://www.cs.kent.edu/~walker/classes/msphdsem.s07/syllabus.html Klerk, V. D. (1995).The Discourse of Post-Graduate Seminars. Linguistics and Education, 7 (3), 157-174.
  • Linacre, J. M. (1993). Generalizability Theory and Many Facet RaschMeasurement. Annual Meeting of The American Educational Research Association. (April, 13, 1993), (ED 364 573). Atlanta Georgia.
  • Linacre, J. M. (1994). Sample Size and Item Calibration Stability. Rasch at The Measurement Transactions, 7 (4), 328. Retrieved December 1, 2009, from http://www.rasch.org/mrt/rmt74m.htm
  • Linacre, J. M. (1995). ANOVA with Rasch Measures.Paper Presented Annual Meeting of The AERA, San Francisco, CA, April 18-22, MF01/PC01 Plus Postage.
  • Linacre, J. M. (2006). Winsteps.RaschMeasurement Computer Program.Chigago: Winsteps. Retrieved December 1, 2009, from http://www.winsteps.com/winman/index.htm
  • Official Gazette (1996, 1 July). Regulations of Post-Graduate Education and Teaching, Num.22683.The Council of Higher Education, Turkey.
  • Oğuzkan, A. F. (1993). Eğitim Terimleri Sözlüğü. Ankara: EmelMatbaacılık.
  • Öztürk, F., Sapancı, A. & Kuyumcu A. (2007). Lisansüstü Eğitim Seminer Dersine İlişkin Öğretim Üyelerinin Görüş ve Beklentilerinin Değerlendirilmesi. III. Lisansüstü Eğitim Sempozyumu: Lisansüstü Eğitimde Sorunlar ve Çözüm Önerileri, 17-20 Ekim 2007, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Smith, L. E. (1987). Discourse Across Cultures.NewYork: Prentice Hall.
  • Tan, Ş. &Erdoğan, A. (2004). Öğretimi Planlama ve Değerlendirme. Ankara: Pegem A. Yayıncılık.
There are 17 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Çetin Semerci

Nuriye Semerci

Burcu Duman

Publication Date January 30, 2014
Submission Date January 30, 2014
Published in Issue Year 2013 Issue: 25

Cite

APA Semerci, Ç., Semerci, N., & Duman, B. (2014). Analysis of Seminar Presentation Performances of Postgraduate Students with Many-Facet Rasch Model. Sakarya Üniversitesi Eğitim Fakültesi Dergisi(25), 7-22.