Examination of Common Exams Held by Measurement and Assessment Centers: Many Facet Rasch Analysis

Authors : Gülden KAYA UYANIK, Tuğba DEMİRTAŞ TOLAMAN, Duygu GÜR ERDOĞAN

Pages : 649-666

Doi:10.21449/ijate.730977

View : 27 | Download : 9

Publication Date : 2021-09-05

Article Type : Research Paper

Abstract :This paper aims to examine and assess the questions included in the “Turkish Common Exam” for sixth graders held in the first semester of 2018 which is one of the common exams carried out by The Measurement and Evaluation Centers, in terms of question structure, quality and taxonomic value. To this end, the test questions were examined by three specialists with expertise in different fields in terms of structure, content, and taxonomic values. The test questions were then rated by raters with expertise in different fields according to the criteria set by the researchers. Hence, the study employed the descriptive survey model. The data obtained from the assessment of the questions were analyzed using the Many Facet Rasch Model insert ignore into journalissuearticles values(MFRM);. According to the findings, of the 20 questions included in the exam, 5 insert ignore into journalissuearticles values(five); are in the category of “Remembering”, 12 insert ignore into journalissuearticles values(twelve); in the category of “Understanding”, 2 insert ignore into journalissuearticles values(two); in the category of “Analyzing” and 1 insert ignore into journalissuearticles values(one); in the category of “Evaluating.” Accordingly, the number of questions that measure higher-order thinking skills was lower than the number of lower-level questions. In addition, the study contained three facets: raters, tasks insert ignore into journalissuearticles values(items);, and criteria. There were no differences among the raters insert ignore into journalissuearticles values(a Turkish Education Specialist, a Program Development Specialist, and a Testing and Assessment Specialist); in terms of severity and leniency: all the raters were in agreement. Finally, in this study, the questions met the criteria measuring the structural features, while they failed to meet the criteria measuring the quality and clarity.
Keywords : Turkish Course, Common Exam, Many Facet Rasch Analysis, Multiple Choice Item