Current Studies in Educational Measurement and Evaluation PDF
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Current Studies in Educational Measurement and Evaluation Editors Prof. Dr. Salih ÇEPNİ Assoc. Prof. Dr. Yılmaz KARA Paradigma Akademi – August 2019 Current Studies in Educational Measurement and Evaluation Editörler: Salih ÇEPNİ, Yılmaz KARA ISBN: 978-605- 7691-06-4 Sertifika No: 32427 Matbaa Sertifika No: 43370 Her bölümün sorumluluğu yazarına aittir. Paradigma Akademi Basın Yayın Dağıtım Fetvane Sokak No: 29/A ÇANAKKALE Tel: 0531 988 97 66 Mizanpaj: Fahri GÖKER [email protected] Dizgi: Gürkan ULU [email protected] Kapak Tasarım: Gürkan ULU Matbaa Adres: Ofis2005 Fotokopi ve Büro Makineleri San. Tic. Ltd. Şti. Davutpaşa Merkez Mah. YTÜ Kampüsiçi Güngören / Esenler İSTANBUL Tanıtım için yapılacak kısa alıntılar dışında yayıncının yazılı izni olmaksızın hiçbir şekilde çoğaltılamaz. Bu Kitap T.C. Kültür Bakanlığından alınan bandrol ve ISBN ile satılmaktadır. Bandrolsüz kitap almayınız. Paradigma Akademi – Ağustos 2019 Current Studies in Educational Measurement and Evaluation Editors: Salih ÇEPNİ, Yılmaz KARA ISBN: 978-605-7 691-06-4 Certificate Number: 32427 Printing House Certificate Number: 43370 The responsibility of each chapter belongs to its author(s). Paradigma Akademi Basın Yayın Dağıtım Fetvane Sokak No: 29/A ÇANAKKALE Tel: 0531 988 97 66 Layout: Fahri GÖKER [email protected] Typesetting: Gürkan ULU [email protected] Cover design: Gürkan ULU Printing House Address Ofis2005 Fotokopi ve Büro Makineleri San. Tic. Ltd. Şti. Davutpaşa Merkez Mah. YTÜ Kampüsiçi Güngören / Esenler İSTANBUL This book is sold with the banderole and ISBN obtained from the Ministry of Culture. Do not buy books without bandrole. Paradigma Akademi – August 2019 Current Studies in Educational Measurement and Evaluation Editors Prof. Dr. Salih ÇEPNİ Assoc. Prof. Dr. Yılmaz KARA Paradigma Akademi – August 2019 Preface In its most general definition, education is a system that makes the individual useful for society. Like every system, education needs to be considered in a multifaceted way. The outputs of training processes are individuals who grow and develop in the processes. The individuals need to be evaluated in the care of society. Considering the long-time efficiency of the education, the process needs to be evaluated in terms of functioning. For this reason, countries make continuous evaluations in order to determine the needs of the society and whether the education systems respond to the needs. Although educational expectations vary according to the needs and targets of societies, there is an increasing need to make comparisons among countries’ education systems and to meet common expectations of nations to necessitate the comparative evaluation. International organizations make international evaluations to meet this need. On the other hand, the approaches are applied to education originating from various educational philosophies to meet the changing needs of the society. These applications make it necessary to evaluate the effectiveness of new educational practices. Individuals should be well educated in order to be able to reflect to their skills and to be useful in the society in the best possible way. Being useful for the society is possible when the students choose the right school and profession. There is a need for assessments of the students' attitudes, interests and communication skills as well as their content knowledge in order to guide them to the right schools that will enable them to achieve their goals. The high level of knowledge and skills expected to be acquired from the individual during the education process required the emergence of different fields of education. The measurement of the specific knowledge and skills of the area necessitates the recruitment of the appropriate evaluation process which is specific to the knowledge domain. The need for multidimensional evaluation of the complexity of educational processes and the function of the system have attracted the attention of many researchers. Educational assessment, measurement and evaluation have become so serious issue to shape and guide the educational policy. The success-oriented educational evaluations, that determine the student's career, lead to educational understanding that can be phrased as “education for exam”. Individuals were asked to shape their lives by marking the bubbles on a test paper. But, the studies v in the field of education reveal that an individual is multi-faceted, and the right interests, attitudes and insights should be developed, and evaluations should be made on them. Current studies in the field of educational evaluation tried to be compiled in this book. The book specifically focusses on educational evaluation theories, evaluation of educational implementations, field-specific evaluation approaches and educational assessment examples. Prof. Dr. Salih ÇEPNİ Assoc. Prof. Dr. Yılmaz KARA Editors vi Content PREFACE ........................................................................................ V Part I Problem Solving in Education Chapter 1 Problem Solving Procedure in terms of Cognitive Theories Salih ÇEPNİ & Yılmaz KARA Introduction ............................................................................................ 1 Cognitive Theories for Learning and Problem Solving ............................ 1 Human Cognitive Architecture ................................................................ 3 Cognitive Load Theory ......................................................................... 11 Cognitive Processes in Problem Solving ................................................ 16 Conclusion ............................................................................................ 19 Chapter 2 Improving Item Validity through Modification in Terms of Test Accessibility Yılmaz KARA Introduction .......................................................................................... 25 Conceptual Understanding of Test Accessibility .................................... 26 Test Accessibility Model ....................................................................... 27 Item Modifications for Accessible Test Items: Theory to Practice .......... 31 Conclusion ............................................................................................ 36 Chapter 3 Traditional Measurement and Evaluation Tools in Mathematics Education Cemalettin YILDIZ Introduction .......................................................................................... 41 Verbal Exams ....................................................................................... 43 Long-answer Written Exams ................................................................. 46 Short-Answer Written Examinations ..................................................... 50 True-False Tests.................................................................................... 53 vii Multiple Choice Tests ........................................................................... 56 Conclusion ............................................................................................ 61 Chapter 4 Reliability and Validity Mustafa YADIGAROĞLU & Gökhan DEMIRCIOĞLU Introduction .......................................................................................... 67 Reliability ............................................................................................. 67 Error in Measurement ........................................................................... 68 Theorty of Measurement ....................................................................... 70 Standard Error of Measurement............................................................. 71 Methods of Reliability Estimate ............................................................ 72 The Factors That Affecting Reliability .................................................. 78 Validity................................................................................................. 80 Relationship Between Reliability and Validity ...................................... 85 Chapter 5 Features and Characteristics of Large-Scale Science Examinations: PISA, TIMMS, LGS, YKS Ümmühan ORMANCI Introduction .......................................................................................... 89 Programme for International Student Assessment (PISA) ...................... 89 Trends in International Mathematics and Science Study (TIMSS) ......... 94 National Examinations in Turkey (LGS and YKS) ................................ 98 Part II Summative Evaluation Chapter 6 Portfolıo Assessment Mine KIR Introduction ........................................................................................ 115 What is Portfolio? ............................................................................... 116 General Characteristics of Portfolios ................................................... 117 viii Types of Portfolio ............................................................................... 118 Necessary Contents within the Developmental and Learning Portfolio. 119 Important Points to Consider in Creating a Portfolio ............................ 120 Reflective Writing ............................................................................... 121 Application Steps of Portfolio ............................................................. 123 The Evaluation of Portfolios................................................................ 127 Limitations of a Portfolio .................................................................... 130 Electronic Portfolios ........................................................................... 131 Conclusion .......................................................................................... 132 Chapter 7 Project Assignments and Its Evaluation: Sample Presentation and Implementation Ufuk TÖMAN Introduction ........................................................................................ 137 Project Assignments ............................................................................ 138 Steps of Project Implementation .......................................................... 138 The Characteristics of the Project ........................................................ 139 Types of Projects ................................................................................ 140 Benefits of Project Assignments .......................................................... 140 Limitations of The Project Assignments .............................................. 141 Project Samples (Samples of Presentation and Implementation) .......... 142 Project Evaluation ............................................................................... 144 Chapter 8 Using Many-Facet Rasch Measurement Model in Rater-Mediated Performance Assessments Beyza Aksu Dünya Introduction ........................................................................................ 149 Conceptual Explanation of Rasch Measurement Model and Many Facet Rasch Model (MFRM) .................................................................. 150 Conclusion .......................................................................................... 157 ix Part III Formative Evaluation Chapter 9 Measuring and Assessing 21st Century Competencies in Science Education İsa DEVECİ Introduction ........................................................................................ 163 21st Century Competencies .................................................................. 163 Measurement and Assessment ............................................................. 170 The Measurement and Assessment of Skills ........................................ 172 Measurement and Assessment of Literacies ......................................... 177 Conclusion .......................................................................................... 181 Chapter 10 The Use of Concept Maps and Concept Cartoons as an Assessment Tool in Teaching and Learning Mathematics Burçin GÖKKURT ÖZDEMİR Introduction ........................................................................................ 191 Concept Cartoons and Concept Maps as a Formative Assessment Tool in Mathematics Classrooms............................................................... 192 Conclusion .......................................................................................... 201 Chapter 11 Web 2.0 Applications Can Be Used in Assesment and Evaluation Seyhan ERYILMAZ, İlknur REİSOĞLU Introduction ........................................................................................ 209 Interactive Video Lesson Applications ................................................ 210 Applications that Develop Assessment and Evaluation Tools .............. 237 Conclusion .......................................................................................... 252 Chapter 12 How to Create and Use Rubrics? Buket Özüm BÜLBÜL Introduction ........................................................................................ 257 x
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