e-International Journal of Educational Research, Mar 28, 2014
The purpose of this research is to examine the validity of classifications by DINA Model as a Cog... more The purpose of this research is to examine the validity of classifications by DINA Model as a Cognitive Diagnostic Model and by traditional methods. In order to make comparisons between DINA Model and criterion-referenced and normative models, a measurement tool that belongs to "measurement and assessment in education" class which is appropriate for DINA Model analyses is developed. Properties necessary for answering each item of measurement tool are determined by scholars and the Q matrix which shows item-property relation is prepared considering the compatibility of decisions made by various scholars. Above mentioned measurement tool is applied to 471 undergraduates from the Faculty Education and Arts and Sciences of Ege University. Raw scores of undergraduates are classified according to their success, that is whether they passed the class or failed, through criterion-referenced and normative assessment. And then this classification is compared with other classifications based on DINA Model. The comparison of assessment by normative assessment and classifications by DINA Model shows that the results are different for 50 undergraduates who failed and 28 who passed the class. As a consequence of the study, it is observed that the inconsistency between the normative assessment and DINA Model is 16.5% for the whole group. In assessments done by criterion-referenced, for the students who failed, two methods give the same results. However, for 87 students who are supposed to pass according to criterion-referenced assessment, DINA Model results show that these undergraduates are not qualified to give the right answers of the items. The incompatibility between assessments according to criterion-referenced and classifications according to DINA Model is calculated as 20%.
Besides learners’ awareness of their knowledge, a growing number of studies also emphasise the im... more Besides learners’ awareness of their knowledge, a growing number of studies also emphasise the importance of teachers’ awareness of how well their students perform to adjust their teaching strategies accordingly. Therefore, proposing a multi-layered metacognitive regulatory model in teaching first, we investigated whether estimation type, item difficulty, and class performance affect teachers’ judgment accuracies ([JAs], i.e., score estimations). Teachers (N=38) of 86 classes made item-by-item and overall estimations of their classes’ test scores (N=2608 sixth-graders native in Turkish) at a PISA-equivalent mathematics test that was developed in the earliest phase of the current long-term research project. The results showed that teachers’ item-by-item estimations were below their classes’ actual performance, unlike their overall estimations. Teachers of low-performance classes were less accurate than those of high-performance classes. These teachers also showed the clearest underestimation for the easy questions, whereas teachers of high-performance classes overestimated their classes’ scores for the difficult questions. This dissociation implied that the teachers ‘must have’ primarily used their perceptions about their classes (e.g., classes’ existing performance) as a mnemonic judgment cue rather than item difficulty as an external cue when making their score estimations. The implications of the results were discussed in the light of existing literature and suggestions for prospective research were given.
This study analyses the consistency of results of two methods used for determining the lacks of l... more This study analyses the consistency of results of two methods used for determining the lacks of learning. DINA model (Deterministic Inputs Noisy And Gate) is a cognitive diagnostic model and a multidimensional latent class analysis which is developed especially to determine the lacks of learning. Unlike traditional models, DINA does not use the total score of students to determine the lacks of learning. Rather it makes categorical decisions, through item parameters generated by the model, as whether the students have determined qualifications. In this study, the extend to which topics are learned and the lacks of learning of individual students are examined in both methods. Thus, the study aims at revealing the similarities and differences between the decisions of two models in the context of determining the lacks of teaching and learning.
In this research, whether the Scale of Teachers' Self Efficacy item and test parameters in sub cu... more In this research, whether the Scale of Teachers' Self Efficacy item and test parameters in sub cultures that derived from the same population have measurement invariance is searched. For this aim, for the data that obtained from the sample, whether the scale provides measurement invariance in gender groups is analyzed. Due to the Likert type scoring of the scale items, Samejima's Graded Response Model which is one of the item response models and the Parameter Comparison Method are analyzed. Scale was applied to the 626 teacher candidates that attended the Ege University teacher training program during 2012-2013 academic year. Analysis are done separately both with total scores of the scale and sun dimensions' total scores of the scale and as a result differential item functioning in 7 items is determined.
In this study, how to interpret the outcomes when using the DINA model parameters, which is one o... more In this study, how to interpret the outcomes when using the DINA model parameters, which is one of the Cognitive Diagnostic Models for adaptation of the test development process, is studied. In this sense; DINA model which determines if the respondents have enough qualifications to answer the item correctly, provides to analyze the structure of the item difficulty parameter which is determining in test development process. The aim of this study is to explore the differences and common points of discrimination index of items in a developed test which are analyzed by traditional methods and the DINA model.
PISA is an international exam which aims to assess whether 15-year-old students are able to conve... more PISA is an international exam which aims to assess whether 15-year-old students are able to convert their academic outcomes into solving daily life issues as well as analyzing high level cognitive skills. PISA evaluates the outcomes through item-based skills classification constituted by IRT technique with the help of the samples gathered from each participant country. Skill classification is a grouping process which helps to interpret the proficiency of students at different points in accordance with the ranges described for each level. For the Maths proficiency level of classes gathered by this process increasing from 1 to 6 hierarchically: the ability to give the correct answer at Level 1 only when all related information is presented and questions are clearly explained is recognized, whereas it is more frequent to recognize the correct answer at Level 6 in which high level cognitive skills are used, necessary knowledge is organized and interpreted to solve the problem. Of all th...
Bu arastirmada olcek gelistirme surecinde boyut sayisini ve boyutlara dusen maddeleri belirlemede... more Bu arastirmada olcek gelistirme surecinde boyut sayisini ve boyutlara dusen maddeleri belirlemedekullanilabilen faktor analizi ve asamali kumeleme analizi tekniklerinin benzer sonuc verip vermedigi, yapiyailiskin kuramsal tutarligi saglayip saglamadiklari ve acikladiklari yapi icin elde edilen dogrulayici faktor analizisonuclarinin benzer olup olmadigi calisilmistir. Arastirma istatistige karsi tutum olceginin Hacettepe UniversitesiEgitim Fakultesinden secilen 297 kisilik orneklem uzerinden yurutulmesi ile gerceklesmistir. Arastirmasonucunda dondurulmus faktor analiziyle elde edilen yapi ile asamali kumeleme analiziyle elde edilen yapiyailiskin dogrulayici faktor analiz sonuclarinin buyuk benzerlik gosterdigi saptanmistir. Buna karsilik boyutlardakimaddeler ve madde sayisi bakimindan faktor analizi ve asamali kumeleme analizinin goreceli de olsa farklisonuclar verdigi belirlenmistir
PISA is an international exam which aims to assess whether 15-year-old students are able to conve... more PISA is an international exam which aims to assess whether 15-year-old students are able to convert their academic outcomes into solving daily life issues as well as analyzing high level cognitive skills. PISA evaluates the outcomes through item-based skills classification constituted by IRT technique with the help of the samples gathered from each participant country. Skill classification is a grouping process which helps to interpret the proficiency of students at different points in accordance with the ranges described for each level. For the Maths proficiency level of classes gathered by this process increasing from 1 to 6 hierarchically: the ability to give the correct answer at Level 1 only when all related information is presented and questions are clearly explained is recognized, whereas it is more frequent to recognize the correct answer at Level 6 in which high level cognitive skills are used, necessary knowledge is organized and interpreted to solve the problem. Of all the OECD countries, 15.8% of China and 10% of Japan are at Level 1, which is 52% for Turkey. An experimental study is being pursued in an attempt to enhance the Maths literacy success of 6 th grades by increasing the number of implementations in large-scale international exams with TUBITAK Research Project numbered 115K531. About 3200 students are included within the project as a longitudinal study. The equivalence of the tests to that of PISA has been assured. At this point, the study aims to determine whether the classifications made for PISA Turkey similarly range also in the younger age group, as well as aiming to find out whether the origin of the distinction between Turkey and other OECD countries in the higher levels begins at an earlier age. In Izmir province, 6 th grade students who were determined randomly by the stratification method were subjected to tests that required multiple levels of thinking and represented 6 th grade Maths subjects through test items in the form of multiple choice, true-false and open-ended. Plausible scores appropriate for PISA procedures and the cut points determined by using those scores and PISA standards were designated and proficiency levels were obtained. The proficiency levels of 6 th grade students in the sample were specified with the help of this method. When the results of the study are analyzed in detail, it is clearly seen that the percentages described in the PISA 2015 Report show a similar distribution across the classrooms.
The objective of this study is to investigate the relation between the number of items and attrib... more The objective of this study is to investigate the relation between the number of items and attributes and to analyze the manner in which the different rates of missing data affect the model estimations based on the simulation data. A Qmatrix contains 24 items, and data are generated using four attributes. A dataset of n = 3,000 is generated by associating the first, middle, and final eight items in the Q-matrix with one, two, and three attributes, respectively, and 5%, 10%, and 15% of the data have been randomly deleted from the first, middle, and final eight-item blocks in the Q-matrix, respectively. Subsequently, imputation was performed using the multiple imputation (MI) method with these datasets, 100 replication was performed for each condition. The values obtained from these datasets were compared with the values obtained from the full dataset. Thus, it can be observed that an increase in the amount of missing data negatively affects the consistency of the DINA parameters and the latent class estimations. Further, the latent class consistency becomes less affected by the missing data as the number of attributes associated with the items increase. With an increase in the number of attributes associated with the items, the missing data in these items affect the consistency level of the g parameter (guess) less and the s parameter (slip) more. Furthermore, it can be observed from the results that the test developers using the cognitive diagnosis models should specifically consider the item-attribute relation in items with missing data.
Journal of the American Academy of Audiology, 2019
Background: Deteriorated speech understanding is a common complaint in elderly people, and behavi... more Background: Deteriorated speech understanding is a common complaint in elderly people, and behavioraltests are used for routine clinical assessment of this problem. Cortical auditory evoked potentials(CAEPs) are frequently used for assessing speech detection and discrimination abilities of the elderly,and give promise for differential diagnosis of speech understanding problems.Purpose: The aim of the study was to compare the P1, N1, and P2 CAEP latencies and amplitudes inpresbycusis with low and high word recognition score (WRS).Research Design: A cross-sectional study design was used for the study. Two groups were formed fromthe patients with presbycusis based on their scores on the speech recognition test.Study Sample: Fifty-seven elderly volunteers participated in the study. The first group composed of 27participants with high WRS, the other group composed of 30 participants with low WRS.Data Collection and Analysis: The CAEP waves were recorded from these participants using spee...
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2014
Bilişsel Tanı Modelleri (BTM), temelinde örtük sınıf analizi olan yaklaşımlardır. Örtük sınıf ana... more Bilişsel Tanı Modelleri (BTM), temelinde örtük sınıf analizi olan yaklaşımlardır. Örtük sınıf analizi, çok değişkenli kategorik bir veri kullanarak ve birbiriyle ilişkili durumlardan yararlanarak alt gruplar belirleyen istatistiksel bir yöntemdir. BTM ise cevaplayıcıda belirli bir bilginin yapısını ya da bir becerinin gelişimini, cevaplayıcının bilişsel düzeydeki güçlü ve zayıf yönlerini dikkate alarak hesaplamak amacıyla geliştirilmiştir (Leighton ve Gierl, 2007). Bu modellere göre öğrencilerin testteki maddelere verdikleri cevaplar, onların ait oldukları örtük sınıflarının bir vektörüdür. Bu nedenle modeller, maddelere verilen cevaplardan yola çıkarak öğrencilerin örtük sınıflarını belirlemeyi amaçlar. Bu amaç doğrultusunda geliştirilen farklı modeller vardır. Bu çalışmada BTM olarak adlandırılan bu modellerin temel özellikleri, yapıları ve kullanılan modellerin uygulamaları hakkında bilgiler verilecektir.
This article studies the extend of change in latent classes, relating to students, which were cal... more This article studies the extend of change in latent classes, relating to students, which were calculated using DINA and Generalized-DINA(G-DINA) Models under different distributions and sub-sample sizes which were calculated using DINA and Generalized-DINA(G-DINA) Models. Main focus of this study is the results of practical application rather than statistical structure of Cognitive Diagnostic Models (CDM). The attribute the individuals master that take the test in CDM are determined categorically. For this reason, both the fit of Q matrix with data and the effect of sample size are searched in modelling the students' category. In the case of low model data fit and inadequate sample size, the findings of this research will be a guide in how the decisions change about which attribute a student master or not. To this end, a mathematic test consisted of 18 multiple choice questions taken by a group of 1000 examinee was employed. Analyses were carried out using 5 different Q-Matrices, for which relations between test items and attributes were determined by experts, and latent classes determined by both DINA and G-DINA models were compared. Comparisons were made with a view to accuracy of values between classes associated with examinees in different sample sizes drawn from the same population and values obtained for population. Thus, for both models, whether they lead to independent results from the samples was tested for sample sizes of 30, 50, 100, 200 and 400 and effects of Q matrix-data fit on analysis results were determined. Results of analysis showed Q-matrix-data fit had significant impact on decisions about students for both models.
e-International Journal of Educational Research, 2014
The purpose of this research is to examine the validity of classifications by DINA Model as a Cog... more The purpose of this research is to examine the validity of classifications by DINA Model as a Cognitive Diagnostic Model and by traditional methods. In order to make comparisons between DINA Model and criterion-referenced and normative models, a measurement tool that belongs to "measurement and assessment in education" class which is appropriate for DINA Model analyses is developed. Properties necessary for answering each item of measurement tool are determined by scholars and the Q matrix which shows item-property relation is prepared considering the compatibility of decisions made by various scholars. Above mentioned measurement tool is applied to 471 undergraduates from the Faculty Education and Arts and Sciences of Ege University. Raw scores of undergraduates are classified according to their success, that is whether they passed the class or failed, through criterion-referenced and normative assessment. And then this classification is compared with other classifications based on DINA Model. The comparison of assessment by normative assessment and classifications by DINA Model shows that the results are different for 50 undergraduates who failed and 28 who passed the class. As a consequence of the study, it is observed that the inconsistency between the normative assessment and DINA Model is 16.5% for the whole group. In assessments done by criterion-referenced, for the students who failed, two methods give the same results. However, for 87 students who are supposed to pass according to criterion-referenced assessment, DINA Model results show that these undergraduates are not qualified to give the right answers of the items. The incompatibility between assessments according to criterion-referenced and classifications according to DINA Model is calculated as 20%.
American Journal of Theoretical and Applied Statistics, 2014
This study aims to compare parametric and nonparametric methods based on Item Response Theory in ... more This study aims to compare parametric and nonparametric methods based on Item Response Theory in determining differential item functioning in polytomous scales. DIF analysis based on parametric IRT was conducted by using parameters comparison method. For nonparametric IRT analysis, DIF is determined by comparison of area indices pertaining to ICC obtained for reference and focal groups. The Comparisons were conducted on data sets from TIMSS 2011 8th Class students survey where data set pertaining to responses of students to "Attitudes Toward Mathematics" composing of samplings from Turkey and South Korea and it was determined if it incorporated DIF according to country and sex differences. It is observed that parametric and nonparametric methods produce generally similar results for DIF analysis in terms of countries. Nevertheless, DIF analysis results for country based sex groups differed according to techniques based on parametric and nonparametric IRT. Results of the study showed that items incorporating DIF differed as to preferred technique. This indicated importance of choosing the best technique in studies to detect whether scale items incorporates DIF or not.
In this study, item and model data fit indices, calculated by DINA and G-DINA Models using the sa... more In this study, item and model data fit indices, calculated by DINA and G-DINA Models using the same sample and Q matrix, are analyzed. Fit indices for these two models from Cognitive Diagnostic Models are analyzed using 2LL, AIC and BIC statistics. Item fit indices are analyzed using residual correlations and probabilities. Analysis results showed G-DINA model had better fit results than DINA model. DINA model could give rather better results to estimate student profile in tests where higher level and progressive behaviors are used together. On the other hand, G-DINA model weights required attributes for an item when estimating student profile. Therefore in items requiring more than one attributes, contributions of attributes to probability that a student answers the item correctly are not equal. This provides an important advantage to testers to evaluate multiple choice items in assessing complex and prerequisite forming patterns.
Parenting practices are a field in psychology in which numerous studies have been carried out. In... more Parenting practices are a field in psychology in which numerous studies have been carried out. In western countries, attempts to define the concept operationally have led to the emergence of many scales claiming to test the concept. This study aims at developing a scale to evaluate the parenting practices of parents with schoolchildren and at carrying out the validity and reliability tests of the scale in question. In the study, 511 parents with schoolchildren between the ages of 6-13 participated. The initial scale consisted of 84 items. Explanatory factor analysis was applied in order to analyze the construct validity and factor structure of the scale, whereas principle component analysis and the varimax rotation technique were used as the factoring technique. Following analysis, 32 items were removed from the scale. The final version of the scale consists of six components (sub-dimensions) and 52 items that explain 40.1% of the variance. Afterwards, secondorder confirmatory factor analysis was applied, and model data fit was observed to be high. Cronbach alpha values of the scales' sub-dimensions were found to be between .65 and .79. Criterion validity of the scale was also tested during the study. To this end, the Parenting Practices Scale (PPS) and Parental Acceptance-Rejection Questionnaire (PARQ) were used. The correlation between sub-dimensions and total score was analyzed in the study, in which 168 parents participated in total. The findings support the criterion validity of the scale. Moreover, the results prove that the developed scale has the ability to validly test existing differences among parents' parenting practices and the psychological structures leading to them.
e-International Journal of Educational Research, Mar 28, 2014
The purpose of this research is to examine the validity of classifications by DINA Model as a Cog... more The purpose of this research is to examine the validity of classifications by DINA Model as a Cognitive Diagnostic Model and by traditional methods. In order to make comparisons between DINA Model and criterion-referenced and normative models, a measurement tool that belongs to "measurement and assessment in education" class which is appropriate for DINA Model analyses is developed. Properties necessary for answering each item of measurement tool are determined by scholars and the Q matrix which shows item-property relation is prepared considering the compatibility of decisions made by various scholars. Above mentioned measurement tool is applied to 471 undergraduates from the Faculty Education and Arts and Sciences of Ege University. Raw scores of undergraduates are classified according to their success, that is whether they passed the class or failed, through criterion-referenced and normative assessment. And then this classification is compared with other classifications based on DINA Model. The comparison of assessment by normative assessment and classifications by DINA Model shows that the results are different for 50 undergraduates who failed and 28 who passed the class. As a consequence of the study, it is observed that the inconsistency between the normative assessment and DINA Model is 16.5% for the whole group. In assessments done by criterion-referenced, for the students who failed, two methods give the same results. However, for 87 students who are supposed to pass according to criterion-referenced assessment, DINA Model results show that these undergraduates are not qualified to give the right answers of the items. The incompatibility between assessments according to criterion-referenced and classifications according to DINA Model is calculated as 20%.
Besides learners’ awareness of their knowledge, a growing number of studies also emphasise the im... more Besides learners’ awareness of their knowledge, a growing number of studies also emphasise the importance of teachers’ awareness of how well their students perform to adjust their teaching strategies accordingly. Therefore, proposing a multi-layered metacognitive regulatory model in teaching first, we investigated whether estimation type, item difficulty, and class performance affect teachers’ judgment accuracies ([JAs], i.e., score estimations). Teachers (N=38) of 86 classes made item-by-item and overall estimations of their classes’ test scores (N=2608 sixth-graders native in Turkish) at a PISA-equivalent mathematics test that was developed in the earliest phase of the current long-term research project. The results showed that teachers’ item-by-item estimations were below their classes’ actual performance, unlike their overall estimations. Teachers of low-performance classes were less accurate than those of high-performance classes. These teachers also showed the clearest underestimation for the easy questions, whereas teachers of high-performance classes overestimated their classes’ scores for the difficult questions. This dissociation implied that the teachers ‘must have’ primarily used their perceptions about their classes (e.g., classes’ existing performance) as a mnemonic judgment cue rather than item difficulty as an external cue when making their score estimations. The implications of the results were discussed in the light of existing literature and suggestions for prospective research were given.
This study analyses the consistency of results of two methods used for determining the lacks of l... more This study analyses the consistency of results of two methods used for determining the lacks of learning. DINA model (Deterministic Inputs Noisy And Gate) is a cognitive diagnostic model and a multidimensional latent class analysis which is developed especially to determine the lacks of learning. Unlike traditional models, DINA does not use the total score of students to determine the lacks of learning. Rather it makes categorical decisions, through item parameters generated by the model, as whether the students have determined qualifications. In this study, the extend to which topics are learned and the lacks of learning of individual students are examined in both methods. Thus, the study aims at revealing the similarities and differences between the decisions of two models in the context of determining the lacks of teaching and learning.
In this research, whether the Scale of Teachers' Self Efficacy item and test parameters in sub cu... more In this research, whether the Scale of Teachers' Self Efficacy item and test parameters in sub cultures that derived from the same population have measurement invariance is searched. For this aim, for the data that obtained from the sample, whether the scale provides measurement invariance in gender groups is analyzed. Due to the Likert type scoring of the scale items, Samejima's Graded Response Model which is one of the item response models and the Parameter Comparison Method are analyzed. Scale was applied to the 626 teacher candidates that attended the Ege University teacher training program during 2012-2013 academic year. Analysis are done separately both with total scores of the scale and sun dimensions' total scores of the scale and as a result differential item functioning in 7 items is determined.
In this study, how to interpret the outcomes when using the DINA model parameters, which is one o... more In this study, how to interpret the outcomes when using the DINA model parameters, which is one of the Cognitive Diagnostic Models for adaptation of the test development process, is studied. In this sense; DINA model which determines if the respondents have enough qualifications to answer the item correctly, provides to analyze the structure of the item difficulty parameter which is determining in test development process. The aim of this study is to explore the differences and common points of discrimination index of items in a developed test which are analyzed by traditional methods and the DINA model.
PISA is an international exam which aims to assess whether 15-year-old students are able to conve... more PISA is an international exam which aims to assess whether 15-year-old students are able to convert their academic outcomes into solving daily life issues as well as analyzing high level cognitive skills. PISA evaluates the outcomes through item-based skills classification constituted by IRT technique with the help of the samples gathered from each participant country. Skill classification is a grouping process which helps to interpret the proficiency of students at different points in accordance with the ranges described for each level. For the Maths proficiency level of classes gathered by this process increasing from 1 to 6 hierarchically: the ability to give the correct answer at Level 1 only when all related information is presented and questions are clearly explained is recognized, whereas it is more frequent to recognize the correct answer at Level 6 in which high level cognitive skills are used, necessary knowledge is organized and interpreted to solve the problem. Of all th...
Bu arastirmada olcek gelistirme surecinde boyut sayisini ve boyutlara dusen maddeleri belirlemede... more Bu arastirmada olcek gelistirme surecinde boyut sayisini ve boyutlara dusen maddeleri belirlemedekullanilabilen faktor analizi ve asamali kumeleme analizi tekniklerinin benzer sonuc verip vermedigi, yapiyailiskin kuramsal tutarligi saglayip saglamadiklari ve acikladiklari yapi icin elde edilen dogrulayici faktor analizisonuclarinin benzer olup olmadigi calisilmistir. Arastirma istatistige karsi tutum olceginin Hacettepe UniversitesiEgitim Fakultesinden secilen 297 kisilik orneklem uzerinden yurutulmesi ile gerceklesmistir. Arastirmasonucunda dondurulmus faktor analiziyle elde edilen yapi ile asamali kumeleme analiziyle elde edilen yapiyailiskin dogrulayici faktor analiz sonuclarinin buyuk benzerlik gosterdigi saptanmistir. Buna karsilik boyutlardakimaddeler ve madde sayisi bakimindan faktor analizi ve asamali kumeleme analizinin goreceli de olsa farklisonuclar verdigi belirlenmistir
PISA is an international exam which aims to assess whether 15-year-old students are able to conve... more PISA is an international exam which aims to assess whether 15-year-old students are able to convert their academic outcomes into solving daily life issues as well as analyzing high level cognitive skills. PISA evaluates the outcomes through item-based skills classification constituted by IRT technique with the help of the samples gathered from each participant country. Skill classification is a grouping process which helps to interpret the proficiency of students at different points in accordance with the ranges described for each level. For the Maths proficiency level of classes gathered by this process increasing from 1 to 6 hierarchically: the ability to give the correct answer at Level 1 only when all related information is presented and questions are clearly explained is recognized, whereas it is more frequent to recognize the correct answer at Level 6 in which high level cognitive skills are used, necessary knowledge is organized and interpreted to solve the problem. Of all the OECD countries, 15.8% of China and 10% of Japan are at Level 1, which is 52% for Turkey. An experimental study is being pursued in an attempt to enhance the Maths literacy success of 6 th grades by increasing the number of implementations in large-scale international exams with TUBITAK Research Project numbered 115K531. About 3200 students are included within the project as a longitudinal study. The equivalence of the tests to that of PISA has been assured. At this point, the study aims to determine whether the classifications made for PISA Turkey similarly range also in the younger age group, as well as aiming to find out whether the origin of the distinction between Turkey and other OECD countries in the higher levels begins at an earlier age. In Izmir province, 6 th grade students who were determined randomly by the stratification method were subjected to tests that required multiple levels of thinking and represented 6 th grade Maths subjects through test items in the form of multiple choice, true-false and open-ended. Plausible scores appropriate for PISA procedures and the cut points determined by using those scores and PISA standards were designated and proficiency levels were obtained. The proficiency levels of 6 th grade students in the sample were specified with the help of this method. When the results of the study are analyzed in detail, it is clearly seen that the percentages described in the PISA 2015 Report show a similar distribution across the classrooms.
The objective of this study is to investigate the relation between the number of items and attrib... more The objective of this study is to investigate the relation between the number of items and attributes and to analyze the manner in which the different rates of missing data affect the model estimations based on the simulation data. A Qmatrix contains 24 items, and data are generated using four attributes. A dataset of n = 3,000 is generated by associating the first, middle, and final eight items in the Q-matrix with one, two, and three attributes, respectively, and 5%, 10%, and 15% of the data have been randomly deleted from the first, middle, and final eight-item blocks in the Q-matrix, respectively. Subsequently, imputation was performed using the multiple imputation (MI) method with these datasets, 100 replication was performed for each condition. The values obtained from these datasets were compared with the values obtained from the full dataset. Thus, it can be observed that an increase in the amount of missing data negatively affects the consistency of the DINA parameters and the latent class estimations. Further, the latent class consistency becomes less affected by the missing data as the number of attributes associated with the items increase. With an increase in the number of attributes associated with the items, the missing data in these items affect the consistency level of the g parameter (guess) less and the s parameter (slip) more. Furthermore, it can be observed from the results that the test developers using the cognitive diagnosis models should specifically consider the item-attribute relation in items with missing data.
Journal of the American Academy of Audiology, 2019
Background: Deteriorated speech understanding is a common complaint in elderly people, and behavi... more Background: Deteriorated speech understanding is a common complaint in elderly people, and behavioraltests are used for routine clinical assessment of this problem. Cortical auditory evoked potentials(CAEPs) are frequently used for assessing speech detection and discrimination abilities of the elderly,and give promise for differential diagnosis of speech understanding problems.Purpose: The aim of the study was to compare the P1, N1, and P2 CAEP latencies and amplitudes inpresbycusis with low and high word recognition score (WRS).Research Design: A cross-sectional study design was used for the study. Two groups were formed fromthe patients with presbycusis based on their scores on the speech recognition test.Study Sample: Fifty-seven elderly volunteers participated in the study. The first group composed of 27participants with high WRS, the other group composed of 30 participants with low WRS.Data Collection and Analysis: The CAEP waves were recorded from these participants using spee...
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 2014
Bilişsel Tanı Modelleri (BTM), temelinde örtük sınıf analizi olan yaklaşımlardır. Örtük sınıf ana... more Bilişsel Tanı Modelleri (BTM), temelinde örtük sınıf analizi olan yaklaşımlardır. Örtük sınıf analizi, çok değişkenli kategorik bir veri kullanarak ve birbiriyle ilişkili durumlardan yararlanarak alt gruplar belirleyen istatistiksel bir yöntemdir. BTM ise cevaplayıcıda belirli bir bilginin yapısını ya da bir becerinin gelişimini, cevaplayıcının bilişsel düzeydeki güçlü ve zayıf yönlerini dikkate alarak hesaplamak amacıyla geliştirilmiştir (Leighton ve Gierl, 2007). Bu modellere göre öğrencilerin testteki maddelere verdikleri cevaplar, onların ait oldukları örtük sınıflarının bir vektörüdür. Bu nedenle modeller, maddelere verilen cevaplardan yola çıkarak öğrencilerin örtük sınıflarını belirlemeyi amaçlar. Bu amaç doğrultusunda geliştirilen farklı modeller vardır. Bu çalışmada BTM olarak adlandırılan bu modellerin temel özellikleri, yapıları ve kullanılan modellerin uygulamaları hakkında bilgiler verilecektir.
This article studies the extend of change in latent classes, relating to students, which were cal... more This article studies the extend of change in latent classes, relating to students, which were calculated using DINA and Generalized-DINA(G-DINA) Models under different distributions and sub-sample sizes which were calculated using DINA and Generalized-DINA(G-DINA) Models. Main focus of this study is the results of practical application rather than statistical structure of Cognitive Diagnostic Models (CDM). The attribute the individuals master that take the test in CDM are determined categorically. For this reason, both the fit of Q matrix with data and the effect of sample size are searched in modelling the students' category. In the case of low model data fit and inadequate sample size, the findings of this research will be a guide in how the decisions change about which attribute a student master or not. To this end, a mathematic test consisted of 18 multiple choice questions taken by a group of 1000 examinee was employed. Analyses were carried out using 5 different Q-Matrices, for which relations between test items and attributes were determined by experts, and latent classes determined by both DINA and G-DINA models were compared. Comparisons were made with a view to accuracy of values between classes associated with examinees in different sample sizes drawn from the same population and values obtained for population. Thus, for both models, whether they lead to independent results from the samples was tested for sample sizes of 30, 50, 100, 200 and 400 and effects of Q matrix-data fit on analysis results were determined. Results of analysis showed Q-matrix-data fit had significant impact on decisions about students for both models.
e-International Journal of Educational Research, 2014
The purpose of this research is to examine the validity of classifications by DINA Model as a Cog... more The purpose of this research is to examine the validity of classifications by DINA Model as a Cognitive Diagnostic Model and by traditional methods. In order to make comparisons between DINA Model and criterion-referenced and normative models, a measurement tool that belongs to "measurement and assessment in education" class which is appropriate for DINA Model analyses is developed. Properties necessary for answering each item of measurement tool are determined by scholars and the Q matrix which shows item-property relation is prepared considering the compatibility of decisions made by various scholars. Above mentioned measurement tool is applied to 471 undergraduates from the Faculty Education and Arts and Sciences of Ege University. Raw scores of undergraduates are classified according to their success, that is whether they passed the class or failed, through criterion-referenced and normative assessment. And then this classification is compared with other classifications based on DINA Model. The comparison of assessment by normative assessment and classifications by DINA Model shows that the results are different for 50 undergraduates who failed and 28 who passed the class. As a consequence of the study, it is observed that the inconsistency between the normative assessment and DINA Model is 16.5% for the whole group. In assessments done by criterion-referenced, for the students who failed, two methods give the same results. However, for 87 students who are supposed to pass according to criterion-referenced assessment, DINA Model results show that these undergraduates are not qualified to give the right answers of the items. The incompatibility between assessments according to criterion-referenced and classifications according to DINA Model is calculated as 20%.
American Journal of Theoretical and Applied Statistics, 2014
This study aims to compare parametric and nonparametric methods based on Item Response Theory in ... more This study aims to compare parametric and nonparametric methods based on Item Response Theory in determining differential item functioning in polytomous scales. DIF analysis based on parametric IRT was conducted by using parameters comparison method. For nonparametric IRT analysis, DIF is determined by comparison of area indices pertaining to ICC obtained for reference and focal groups. The Comparisons were conducted on data sets from TIMSS 2011 8th Class students survey where data set pertaining to responses of students to "Attitudes Toward Mathematics" composing of samplings from Turkey and South Korea and it was determined if it incorporated DIF according to country and sex differences. It is observed that parametric and nonparametric methods produce generally similar results for DIF analysis in terms of countries. Nevertheless, DIF analysis results for country based sex groups differed according to techniques based on parametric and nonparametric IRT. Results of the study showed that items incorporating DIF differed as to preferred technique. This indicated importance of choosing the best technique in studies to detect whether scale items incorporates DIF or not.
In this study, item and model data fit indices, calculated by DINA and G-DINA Models using the sa... more In this study, item and model data fit indices, calculated by DINA and G-DINA Models using the same sample and Q matrix, are analyzed. Fit indices for these two models from Cognitive Diagnostic Models are analyzed using 2LL, AIC and BIC statistics. Item fit indices are analyzed using residual correlations and probabilities. Analysis results showed G-DINA model had better fit results than DINA model. DINA model could give rather better results to estimate student profile in tests where higher level and progressive behaviors are used together. On the other hand, G-DINA model weights required attributes for an item when estimating student profile. Therefore in items requiring more than one attributes, contributions of attributes to probability that a student answers the item correctly are not equal. This provides an important advantage to testers to evaluate multiple choice items in assessing complex and prerequisite forming patterns.
Parenting practices are a field in psychology in which numerous studies have been carried out. In... more Parenting practices are a field in psychology in which numerous studies have been carried out. In western countries, attempts to define the concept operationally have led to the emergence of many scales claiming to test the concept. This study aims at developing a scale to evaluate the parenting practices of parents with schoolchildren and at carrying out the validity and reliability tests of the scale in question. In the study, 511 parents with schoolchildren between the ages of 6-13 participated. The initial scale consisted of 84 items. Explanatory factor analysis was applied in order to analyze the construct validity and factor structure of the scale, whereas principle component analysis and the varimax rotation technique were used as the factoring technique. Following analysis, 32 items were removed from the scale. The final version of the scale consists of six components (sub-dimensions) and 52 items that explain 40.1% of the variance. Afterwards, secondorder confirmatory factor analysis was applied, and model data fit was observed to be high. Cronbach alpha values of the scales' sub-dimensions were found to be between .65 and .79. Criterion validity of the scale was also tested during the study. To this end, the Parenting Practices Scale (PPS) and Parental Acceptance-Rejection Questionnaire (PARQ) were used. The correlation between sub-dimensions and total score was analyzed in the study, in which 168 parents participated in total. The findings support the criterion validity of the scale. Moreover, the results prove that the developed scale has the ability to validly test existing differences among parents' parenting practices and the psychological structures leading to them.
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