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Download full textCelen, Umit – International Journal of Assessment Tools in Education, 2021
This study examined the calculation methods of P121 and P10 scores used in teacher appointments. The statistics regarding the Public Personnel Selection Examination (PPSE) subtests used by Measurement, Selection and Placement Center (MSPC) in 2018, 2019 and 2020 were accessed from the website of the institution. The parameters not published on…
Descriptors: Teacher Placement, Scores, Teacher Competency Testing, Foreign Countries
Deniz Arslan; Ömer Faruk Tamul; Murat Dogan Sahin; Ugur Sak – Journal of Pedagogical Research, 2023
An examination of gender-related differential item functioning was conducted on the verbal subtests of the Anadolu-Sak Intelligence Scale. Analyses were conducted using the scale standardization data (N = 4641). A Mantel-Haenszel statistic was used to detect differential item functioning (DIF). A total of 58 verbal analogical reasoning items, 20…
Descriptors: Foreign Countries, Intelligence Tests, Gender Bias, Gender Differences
Fatma Betül Kurnaz; Hüseyin Yildiz – International Journal of Assessment Tools in Education, 2023
Investigating the existence of items with differential item functioning (DIF) may provide more accurate comparisons of group differences in studies that aim to compare scores obtained in a test by groups with different characteristics. In the present study, a scale measuring critical thinking motivation that was adapted to the Turkish culture was…
Descriptors: Test Bias, Foreign Countries, High School Graduates, College Graduates
Direct linkSenel, Selma – Educational Assessment, Evaluation and Accountability, 2021
Studies that focus on measurement invariance are of significant importance in proving the validation of high-stake tests, and in order to provide fairness from the results of these exams for special needs students. The aim of this study is to examine the measurement invariance of the "Central Examination for Secondary Education…
Descriptors: Error of Measurement, Foreign Countries, Standardized Tests, Students with Disabilities
Soysal, Sumeyra; Yilmaz Kogar, Esin – International Journal of Assessment Tools in Education, 2021
In this study, whether item position effects lead to DIF in the condition where different test booklets are used was investigated. To do this the methods of Lord's chi-square and Raju's unsigned area with the 3PL model under with and without item purification were used. When the performance of the methods was compared, it was revealed that…
Descriptors: Item Response Theory, Test Bias, Test Items, Comparative Analysis
Emrah Higde; Ahmet Volkan Yüzüak; Zekiye Merve Öcal; Hilal Aktamis – Journal of Baltic Science Education, 2024
The Many-Facet Rasch model is frequently used to analyse and minimize disparities in rater (judge) severity in performance evaluations, in which raters assign scores to test-takers' performances. In this research, the aim of the present study was to analyse science teacher candidates' laboratory activities by using the Many-facet Rasch model.…
Descriptors: Science Laboratories, Learning Activities, Science Process Skills, Student Attitudes
Gübes, Nese; Uyar, Seyma – International Journal of Progressive Education, 2020
This study aims to compare the performance of different small sample equating methods in the presence and absence of differential item functioning (DIF) in common items. In this research, Tucker linear equating, Levine linear equating, unsmoothed and pre-smoothed (C=4) chained equipercentile equating, and simplified circle arc equating methods…
Descriptors: Test Bias, Equated Scores, Test Items, Methods
Gungor, Metehan; Atalay Kabasakal, Kubra – International Journal of Assessment Tools in Education, 2020
Measurement invariance analyses are carried out in order to find evidence for the structural validity of the measurement tools used in the field of educational sciences and psychology. The purpose of this research is to examine the measurement invariance of Science Motivation and Self-Efficacy Model constructed by Instrumental Motivation to Learn…
Descriptors: Achievement Tests, Foreign Countries, Secondary School Students, Gender Differences
Yildirim, Ozen – International Education Studies, 2019
The measurement tool not measuring the specific construct has a validity problem. Individuals based on the results obtained from this type of tool should not be evaluated. The purpose of this study was to examine the differentiated item functioning and item bias of mathematics items in the Programme for International Student Achievement 2012…
Descriptors: Gender Differences, Mathematics Tests, Test Bias, Achievement Tests
Uyar, Seyma – Eurasian Journal of Educational Research, 2020
Purpose: This study aimed to compare the performance of latent class differential item functioning (DIF) approach and IRT based DIF methods using manifest grouping. With this study, it was thought to draw attention to carry out latent class DIF studies in Turkey. The purpose of this study was to examine DIF in PISA 2015 science data set. Research…
Descriptors: Item Response Theory, Foreign Countries, Cross Cultural Studies, Item Analysis
Gübes, Nese Öztürk – Participatory Educational Research, 2021
The aim of this study is to show how a many-facet Rasch measurement model (MFRM) can be used for quality control whilst monitoring a musical aptitude examination. The data used in this study was gathered from a musical aptitude examination which was applied in 2019-2020 academic year for selecting teacher candidates to a music education department…
Descriptors: Foreign Countries, Music Education, Teacher Education Programs, Preservice Teacher Education
Alatli, Betül – International Journal of Education and Literacy Studies, 2020
This study aimed to investigate cross-cultural measurement invariance of the PISA (Programme for International Student Assessment, 2015) science literacy test and items and to carry out a bias study on the items which violate measurement invariance. The study used a descriptive review model. The sample of the study consisted of 2224 students…
Descriptors: Secondary School Students, Foreign Countries, International Assessment, Achievement Tests
Basman, Münevver; Kutlu, Ömer – International Journal of Progressive Education, 2020
Mathematical knowledge and skills are needed to find solutions to the problems encountered in daily life. Although individuals are given the opportunity to receive equal education, it is seen that there are differences in the achievement of individuals. Individual-based factors can affect the achievement of individuals. One of the most important…
Descriptors: Test Bias, Mathematics Achievement, Gender Differences, Mathematics Tests
Selvi, Hüseyin; Özdemir Alici, Devrim – International Journal of Assessment Tools in Education, 2018
In this study, it is aimed to investigate the impact of different missing data handling methods on the detection of Differential Item Functioning methods (Mantel Haenszel and Standardization methods based on Classical Test Theory and Likelihood Ratio Test method based on Item Response Theory). In this regard, on the data acquired from 1046…
Descriptors: Test Bias, Test Theory, Item Response Theory, Multiple Choice Tests
Yildirim, Halime; Büyüköztürk, Sener – Educational Sciences: Theory and Practice, 2018
The aim of this study is to determine whether items from the mathematics section of the 2012 Level Determination Exam indicate item bias according to gender and school type. In particular, the process of item bias has been determined using the Delphi technique and focus group interviews. A two-stage mixed method research has been used for the…
Descriptors: Delphi Technique, Test Bias, Test Items, Mathematics Education
