Examination of TIMSS Mathematics Data with Multilevel Measurement Models in Respect to Content, Cognitive and Topic Areas

Abstract

This research study aims to identify TIMMS 8th grade mathematics item groups and the specification of items in which Turkish 8th grade students have signıfıcantly lower level of correct responses compared to all other 8th grade participants. For this purpose, total 260 (82 from 1999, 88 from 2007, and 90 from 2011)  items released by International Association for the Evaluation of Educational Achievement (IEA) were grouped according to cognitive, content and sub-content domains. Then, mean correct responses of released items for each participant country were obtained from IEA’s yearly almanac. Finally, data were analyzed by using Multilevel Measurement Models and differences in achievement levels between Turkish 8th graders and their peers from other participating countries were predicted and tested in the context of item groups. Analysis of data showed that performance of Turkish students statistically significantly lower than performance of students from rest of the other participant countries in Number (Content Domain)-Fractions and Decimals (Topic Area)-Knowing (Cognitive Domain) item group. Detailed investigation revealed that students generally fail in procedures in fractions and conversions among fraction, decimal, and percent.

Keywords

• Two-level hierarchical linear measurement models,mathematics performance level,TIMSS

TIMSS Matematik Verilerinin Aşamalı Ölçme Modelleri ile İçerik, Bilişsel ve Konu Alanları Bakımından İncelenmesi

Öz

Bu çalışmanın amacı, TIMSS 8. sınıf matematik testlerine katılan öğrencilerimizin dünyanın başka yerlerinde yaşayan akranlarına göre doğru cevaplamada güçlük çektikleri madde gruplarını ve bu gruplarını oluşturan maddelerin özelliklerini ortaya çıkarmaktır. Bu amaç dahilinde, ilk olarak, Türkiye’nin 1999, 2007 ve 2011 yıllarında katıldığı TIMSS 8. sınıf matematik testlerinin International Association for the Evaluation of Educational Achievement (İEA) tarafından yayınlanan bütün maddeleri (toplam 260 adet), yine IEA tarafından yayınlanan değerlendirme çerçevesi dokümanları ve belirtke tabloları takip edilerek içerik, bilişsel alan ve konu alanı itibariyle gruplara ayrılmıştır. Ardından, IEA’nın bir yıllık olarak hazırladığı almanaklar kullanılarak bu maddelere ait ortalama doğru cevaplama oranları ve bu oranların TIMSS katılımcıları arası dağılımları çıkarılmıştır. Son olarak, elde edilen veriler aşamalı doğrusal ölçme modelleri ile analiz edilerek madde grupları bağlamında Türkiye ile diğer TIMSS katılımcıları arası başarı düzeyi farklılıkları tahmin edilip test edilmiştir. Bulgular öğrencilerimizin “Sayılar” içerik alanı altında bulunan “Kesirler ve Ondalıklı Sayılar” konusu ile ilgili olgular, kavramlar ve yöntemlere ait bilgi düzeylerinin diğer ülkelerde yaşayan akranlarına göre oldukça düşük olduğunu göstermekte ve bu farklılık istatistiksel olarak anlamlı bulunmaktadır.

Anahtar Kelimeler

• İki aşamalı doğrusal ölçme modelleri,matematik başarı düzeyi,TIMSS

Kaynakça

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