Test Maddelerinin Ölçtüğü Bilişsel Düzey ve Test Yönergesinin Tahminle Yanıtlama Davranışına Etkisi

Yıl 2018, , 143 - 155, 01.01.2018

Ercan Çoban R. Nükhet Demirtaşlı

https://doi.org/10.17051/ilkonline.2018.413751

Öz

Yarı
deneysel bir araştırma olan bu çalışmanın amacı, test yönergesi ve test
maddelerinin ölçtüğü bilişsel düzeyin tahmin davranışı üzerindeki etkisini
incelemektir. Araştırmanın çalışma
grubu, 2014-2015 bahar döneminde Ankara Üniversitesi Eğitim Bilimleri
Fakültesinde öğrenim gören 220 öğrenciden oluşmaktadır. Çalışma grubundaki
öğrencilere, bilgi, kavrama ve uygulama düzeylerini ölçen eşit sayıda madde
içeren çoktan seçmeli ölçme ve değerlendirme dersi başarı testi uygulanmıştır.
Test yönergesinin tahmin davranışı üzerindeki etkisini belirlemek için test
dört farklı yönergeyle uygulanmıştır. Veriler; Kruskal-Wallis testi, ilişkili
örneklemeler tek faktörlü varyans analizi ve Friedman testiyle analiz
edilmiştir. Araştırmadan elde edilen bulgular, tahmin davranışının test
yönergesi ve testteki maddelerin ölçtüğü bilişsel düzeye göre manidar olarak
değiştiğini göstermiştir. 

Anahtar Kelimeler

Test yönergesi, düzeltme formülleri, bilişsel düzey, tahminle yanıtlama davranışı

The Effect of Cognitive Level Measured by Test Items and Test Instruction on Guessing Tendency

Öz

The aim of this
study which is a quasi-experimental research is to investigate the effect of
test instruction and cognitive level measured by test items on guessing
tendency. The study group of the
research consisted of 220 undergraduate students studying at different
departments of Ankara University Faculty of Educational Sciences in 2014-2015
spring term. An achievement test of measurement and evaluation
containing equal number of items measuring knowledge, comprehension and
application levels was applied to students in the study group. The test was
applied with four different instructions to determine the effect of test
instruction on guessing. The data were analyzed by using Kruskal-Wallis test,
repeated measure one-way analysis of variance and Friedman test. The findings
showed that test instruction and cognitive level measured by test items
significantly affected guessing tendency.  

Anahtar Kelimeler

Test instruction, correction formulas, cognitive level, guessing tendency

Kaynakça

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