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

Yıl 2017, Cilt: 7 Sayı: 2, 221 - 240, 29.12.2017

Önder Köklü

https://doi.org/10.17984/adyuebd.307020

Öz

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.

Anahtar Kelimeler

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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