Matematik Başarısı için Bir Ölçme Aracı Olarak Ayrık Seçenekli Çoktan Seçmeli Maddeler

Year 2024, Volume: 8 Issue: 2, 317 - 348, 31.07.2024

Atilla Özdemir , Selahattin Gelbal

Abstract

Bu çalışmanın amacı Ayrık Seçenekli Çoktan Seçmeli [ASÇS] maddelerin uygulanabilirliğinin incelenmesidir. Bu amaca ulaşmak için ortaokul matematik dersi kapsamında toplam 25 sorudan oluşan bir test kullanılmıştır. Testi oluşturan maddelerden 10 tanesi çoktan seçmeli maddelerden oluşurken 15 tanesi ASÇS maddelerden oluşmaktadır. Araştırmanın verileri 2020-2021 eğitim-öğretim yılı 2. döneminde ortaokulda öğrenim görmekte olan 725 öğrenciden elde edilmiştir. Öğrencilerin 491 (%68) tanesi 7. sınıf düzeyinde iken 234 (%32) tanesi 8. sınıf düzeyindedir. Çalışma grubundaki öğrencilerin 391 (%54)’ini kız öğrenciler, 334 (%46)’sını ise erkek öğrenciler oluşturmaktadır. Araştırmadan elde edilen bulgular incelendiğinde Klasik Test Kuramı [KTK] ile yapılan analizlerde özellikle yüksek puanlarda iki madde türü arasında büyük farklılıklar gözlenirken, Madde Tepki Kuramı [MTK] ile yapılan analizlerde öğrencilerin yetenek düzeylerinin kestirimlerinin soru tipinden etkilenmediği böylece uç değerlerde oluşabilecek hataları düşürdüğü gözlenmiştir. ASÇS maddelerinin, KTK yerine MTK ile parametre kestirimlerinin gerçekleştirilmesiyle öğrencilerin toplam puanlarında çok büyük bir farklılığa yol açmayacağı söylenebilir. Çalışmada kullanılan bazı Geleneksel Çoktan Seçmeli [GÇS] maddeler, ASÇS madde formatında iki veya daha fazla soru olacak şekilde seçilmiş ve farklı soru türlerinin ASÇS madde formatında uygulanabilirliği test edilmiştir.

Keywords

Klasik test kuramı, ayrık seçenekli çoktan seçmeli, madde tepki kuramı, matematik başarısı, geleneksel çoktan seçmeli

The Discrete Option Multiple Choice Items as A Measurement Instrument for Mathematics Achievement

Abstract

This study examines the applicability of discrete option multiple choice [DOMC] items in secondary school mathematics. The test included 25 questions, with 10 being traditional multiple-choice and 15 being DOMC items. Data were collected from 725 secondary school students during the second term of the 2020-2021 academic year. Among these students, 491 (68%) were in 7th grade and 234 (32%) were in 8th grade; 391 (54%) were female, and 334 (46%) were male. The findings revealed significant differences between the two item types, especially in high scores, using classical test theory [CTT]. However, item response theory [IRT] analysis showed that the question type did not affect estimations of students' ability levels, thus reducing errors in extreme values. This suggests that DOMC items do not significantly impact students' total scores when parameter estimations are performed using IRT instead of CTT. Additionally, some traditional multiple choice [TMC] items were adapted into the DOMC format to test the applicability of various question types in this format.

Keywords

Classical test theory, discrete option multiple choice, item response theory, mathematics achievement, traditional multiple choice

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