Testlerde Adillik ve Uyarlamalar: Bibliyometrik ve Sistematik Bir Analiz (2000–2024)

Yıl 2025, Cilt: 11 Sayı: 3, 890 - 909, 30.11.2025

Sevda Çetin , Zeynep Neveser Kızılçim

https://doi.org/10.31592/aeusbed.1773492

Öz

Bu çalışma, test adilliği ve sınav uyarlamaları üzerine 2000-2024 yılları arasında Scopus veritabanında yayımlanan 63 makaleyi bibliyometrik ve sistematik inceleme yöntemleriyle analiz etmiştir. Amaç, test adilliği çalışmalarının yıllara, ülkelere, dergilere, anahtar kelimelere ve temalara göre dağılımını incelemek ve alana katkıları değerlendirmektir. PRISMA yöntemiyle seçilen makaleler, “test fairness”, “test accommodations”, “access arrangements” ve “disabilities” anahtar kelimeleriyle taranmıştır. Bulgular, test adilliği çalışmalarının 2013 sonrası arttığını, 2019 ve 2023’te sekizer makaleyle zirve yaptığını göstermektedir. ABD (n=101) en fazla katkı sağlayan ülkedir; İngiltere (n=17) ve Avustralya (n=10) takip eder. Türkiye 4 yayınla katkı sağlamıştır. Educational Assessment (n=5) en çok yayın yapılan dergidir. “Assessment”, “fairness” ve “accommodations” en sık kullanılan anahtar kelimelerdir. Sistematik inceleme, çalışmaları beş temada sınıflandırmıştır: dilsel faktörler, sınav uyarlamaları, engelli öğrenciler ve erişilebilirlik, adillik-geçerlilik çerçeveleri ve politika-tarihsel analizler. Sınav uyarlamaları (n=18) en çok çalışılan tema olup, ek süre ve teknolojik araçların erişimi artırdığı, ancak bazen geçerliliği tehdit ettiği belirtilmiştir. Dilsel karmaşıklık, özellikle İngilizce öğrenen öğrencilerde performansı olumsuz etkilerken, evrensel tasarım ve understandardization-standartlaştırma eksikliği- gibi kavramlar teorik katkılar sunmuştur. Öneriler, evrensel tasarıma dayalı esnek uyarlamalar, daha fazla kültürel çeşitlilik odaklı araştırma ve pilot testlerdir. Bu çalışma, eğitimcilere ve politika yapıcılara daha kapsayıcı sınav uygulamaları için rehber sunmayı amaçlamaktadır.

Anahtar Kelimeler

Test adilliği , sınav uyarlamaları , engelli öğrenciler , erişilebilirlik

Fairness and Accommodations in Tests: A Bibliometric and Systematic Analysis (2000–2024)

Öz

This study analyzes 63 articles published between 2000 and 2024 in the Scopus database on test fairness and accommodations using bibliometric and systematic review methods. The aim is to examine the distribution of studies by year, country, journal, keywords, and themes, and to evaluate their contributions to the field. Articles were selected using the PRISMA method with keywords "test fairness," "test accommodations," "access arrangements," and "disabilities."
Findings show an increase in test fairness studies post-2013, peaking in 2019 and 2023 with eight articles each. The United States (n=101) leads in contributions, followed by the United Kingdom (n=17) and Australia (n=10). Turkey contributed four publications. Educational Assessment (n=5) is the top journal. "Assessment," "fairness," and "accommodations" are the most frequent keywords. The systematic review categorized studies into five themes: linguistic factors, test accommodations, students with disabilities and accessibility, fairness-validity frameworks, and policy-historical analyses. Test accommodations (n=18) are the most studied, with findings indicating that extended time and technological tools enhance access but may sometimes compromise validity. Linguistic complexity negatively impacts English learners’ performance, while concepts like universal design and understandardization offer theoretical advancements. Recommendations include flexible accommodations based on universal design, increased research on cultural diversity, and pilot testing. This study aims to guide educators and policymakers toward more inclusive assessment practices.

Anahtar Kelimeler

Test fairness , test accommodations , students with disabilities , accessibility

Kaynakça

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