Uyarlamalı Bilgisayar Testlerinde Bulanık Mantık Kullanılması

Yıl 2020, , 289 - 300, 31.07.2020

Atila Bostan

https://doi.org/10.17671/gazibtd.669791

Öz

Bu çalışmada, uyarlamalı test soru seçim algoritmalarında uzman bigisinden faydalanmanın katkısı incelenmiş ve bu yaklaşımın bilgisayar destekli uayarlamalı testlerde kullanılması sınanmıştır. İlave olarak çok boyutlu soruların ölçme başarısı üzerine etkileri de incelenmiştir. Bilgisayar destekli uyarlamalı testlerde uzman bilgisinden faydalanmak üzere bir algoritma önerilmiş ve deney ortamında test edilmiştir. Bulanık mantık hesaplama yöntemini kullanan, öğrenci başarı ölçüm algritması ile yedinci sınıf fen bilgisi dersinde bir durum çalışması gerçekleştirilmiştir. Sonuç olarak, bulanık mantık hesaplama yönetimini esas alan uyarlamalı bilgisayar testi ile yapılan ölçümlerin, öğrenci başarıları arasındaki farklılıkları daha ayırıcı şekilde vurguladığı istatistiksel yöntemler ile gösterilmiştir. Ayrıca, yedi farklı boyutu içeren uyarlamalı test uygulamasında öğrencilere en az 22, en çok 31 soru yöneltmek sureti ile yeterli doğrulukta bir değerlendirme yapılabildiği gözlenmiştir. Kendi kendine öğrenme ve uzaktan eğitim ortamlarında etkin olarak kullanılacağı değerlendirilen uyarlamalı testlerde, bulanık mantık hesaplaması kullanmanın uygun bir çözüm olabileceği tespit edilmiştir.

Anahtar Kelimeler

Uyarlamalı bilgisayar testleri, bulanık mantık, çok-boyutlu sorular

Using Fuzzy Logic in Computerized Adaptive Tests

Öz

In this research, the contribution of expert knowledge in question selection algorithms of adaptive tests is studied and the employment of this approach in computerized adaptive tests is examined. In addition, the effect of multi-dimensional questions on measurement is also addressed. An algorithm utilizing the expert knowledge in computerized adaptive tests is proposed and tested in the experiments. A case study was conducted on seventh-grade science course with the utilization of fuzzy-logic based adaptive test. Consequently, by the help of the statistical studies, it is shown that computerized adaptive testing expresses the differences in student achievement levels in more visible way. Furthermore, 31 questions in maximum and 22 questions in minimum were observed to be effective for accurate assessment or student achievement levels on seven dimensions in adaptive testing. Using fuzzy logic in adaptive tests which were assessed to be effective in self-learning and distance education environments is found to be plausible.

Anahtar Kelimeler

Computerized Adaptive Tests, fuzzy logic, multi-dimensional questions

Kaynakça

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