Comparison of Psychometric Properties of Turkish as a Foreign Language Listening Tests Composed of Independent and Common-Stem Items
Öz
This study comparatively examined the psychometric properties of Turkish listening tests composed of independent and common-stem multiple-choice items that measure the same construct in the context of teaching Turkish as a foreign language. Additionally, students’ perceptions of these two different item formats were evaluated. The research was designed as a descriptive study using a relational survey model. The study group consisted of 201 international students enrolled at the B1 level in Turkish Language Teaching Centers during the 2024–2025 academic year. The assessment tools were developed on the Concerto platform, and the tests were administered online in a single session across three stages. According to the findings, comparisons of item difficulty indices revealed statistically significant differences and moderate to large effect sizes in some item pairs, indicating that item format may influence student performance. Similarly, item discrimination indices showed significant differences in several item pairs, although both tests overall consisted of highly discriminative items. Analysis of test mean scores showed that the independent item test yielded significantly higher performance at the 0.05 level. The reliability coefficients of both tests were high, with no statistically significant difference between them. Based on students’ perceptions, the independent item test was found to be more advantageous in terms of time management and online usability. In contrast, the common-stem item format was perceived as more cognitively demanding. Both item types received similarly positive feedback regarding item clarity and ease of answering listening questions. These results suggest that in teaching Turkish as a foreign language, independent items may contribute to higher student achievement and improved item discrimination in listening assessments.
Anahtar Kelimeler
Turkish as a foreign language, listening skills test, independent item, common-root item, psychometric properties
Etik Beyan
Yapılan bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur.
Etik Değerlendirmeyi Yapan Kurul Adı: Hacettepe Üniversitesi Bilimsel Araştırma ve Yayın Etik Kurulu
Etik Değerlendirme Kararının Tarihi: 22.03.2023
Etik Değerlendirme Belgesi Sayı Numarası: E-35853172-300-00002758451
Kaynakça
- Akyıldız, M., & Karadağ, N. (2018). Farklı soru türlerinin güçlük ve ayırt edicilik düzeylerinin incelenmesi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 4(1), 112-122.
- Boone, W. J. (2022). Rasch analysis for instrument development: Why, when, and how? Routledge. https://doi.org/10.4324/9780429295954
- Bridgeman, B. (1992). A comparison of quantitative questions in different formats. Educational and Psychological Measurement, 52(4), 913-918.
- Buck, G. (2001). Assessing listening. Cambridge University Press.
- Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
- Cohen, R. J., Swerdlik, M. E., & Sturman, E. D. (2013). Psychological testing and assessment: An introduction to tests and measurement (8th ed.). McGraw-Hill Education
- Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
- Crocker, L. M., & Algina, J. (1986). Introduction to classical and modern test theory. New York: Holt, Rinehart, and Winston.
- Demirkol, S., & Karagöz, M. A. (2023). PISA 2015 Okuma Becerisi Maddelerinin Güçlük İndeksini Etkileyen Madde Özelliklerinin İncelenmesi. Ana Dili Eğitimi Dergisi, 11(3), 567-579. Doi: 10.16916-aded.1212049-2802742
- Ebel, R. L. (1972). Essentials of educational measurement. Englewood Cliffs, NJ: Prentice-Hall.