Madde çeşidinin test güvenirliğine ve geçerliğine etkisi
Başlık çevirisi mevcut değil.
- Tez No: 21116
- Danışmanlar: PROF.DR. İLHAN AKHUN
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1992
- Dil: Türkçe
- Üniversite: Hacettepe Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 122
Özet
Ill SUMMARY In this research, psychometric qualifications of tests of EAT which has synonym words selected, KAT which made analogy among concepts and CTT which consists of completion sentences have been studied. The hypothesis of the research have been based on the reliability and validity of the tests. This research was administrated the 249 students who were attending at the first year of Amasya Teacher Training College and Amasya Vocational College in 1989. In this research arithmetical mean, standard deviati on, Pearson product moment correlation coefficient, Fisher's“Z”statistics and“t”test were used. The findings are: 1. The difference between the arithmetical means of EAT scores and KAT scores have not been found significant. The difference between arithmetical means of EAT and CTT scores has been found significant at level 0,05. Arith metical means of EAT and KAT scores have been found less than arithmetical mean of CTT scores. KAT is more dif ficult than CTT. Statistically EAT seems to be more dif ficult than CTT. 2. The difference between reliabilities of EAT and KAT are significant at level 0,05 in favour of KAT and the difference between reliabilities of EAT and CTT is sig nificant at level 0,05 in favour of CTT. On the other hand the difference between reliabilities of KAT and CTT is not significant. The reliability of EAT is less than the reliabilites of KAT and CTT. These results are the same for the two reliabilities which have been calculated by two methods.IV 3. Validity is calculated by two criteria. If TDDEN of all the sample is taken as a criterion, the difference between validity of EAT (r=0,00) and KAT (r=0,20) and EAT and CTT (r=0,15) is significant at level 0,05 but, the difference between validities of KAT and CTT is not significant. When TDDBN of EYO students are taken as a criterion, the difference between validities of EAT (r=0,01) and KAT (r=0,24) is significant at level 0,05. But the difference between validities of EAT and CTT (r=0,ll) and KAT and CTT are not significant. When TDDBN of MYO students are taken as a criterion, the validity, coefficients of EAT (r=-0,06), KAT (r=0,09) and CTT (r=0,18) were not found significant. When OYSTP is taken as a criterion for 215 students, the differences among validity of EAT (r=0,3O), KAT (r=0,28) and CTT (r=0,37) were not found significant. By changing EAT to KAT and CTT, a more reliable tests can be obtained.-. There is no evidence showing that more reliable test can be obtained changing KAT to CTT (or CTT to KAT). On the other hand, if TDDBN is taken as a criteron by changing EAT to KAT and CTT, more valid tests can be obtained. But it can not be said that more valid test can be obtained by transforming KAT to CTT. When OYSTP is taken as a criterion, by changing EAT, KAT and CTT to each other, no significant evidences have been found showing that more valid test can be obtained. As a summary, it can be said that EAT has less relia bility when compared to KAT and CTT. The difference be tween reliability of KAT and CTT is not significant. The validities of these three tests change according to the criteria. But it can be said that validities of KAT and CTT are higher than EAT. Some recommendations were developed as a result of the data obtained through this research.
Özet (Çeviri)
Ill SUMMARY In this research, psychometric qualifications of tests of EAT which has synonym words selected, KAT which made analogy among concepts and CTT which consists of completion sentences have been studied. The hypothesis of the research have been based on the reliability and validity of the tests. This research was administrated the 249 students who were attending at the first year of Amasya Teacher Training College and Amasya Vocational College in 1989. In this research arithmetical mean, standard deviati on, Pearson product moment correlation coefficient, Fisher's“Z”statistics and“t”test were used. The findings are: 1. The difference between the arithmetical means of EAT scores and KAT scores have not been found significant. The difference between arithmetical means of EAT and CTT scores has been found significant at level 0,05. Arith metical means of EAT and KAT scores have been found less than arithmetical mean of CTT scores. KAT is more dif ficult than CTT. Statistically EAT seems to be more dif ficult than CTT. 2. The difference between reliabilities of EAT and KAT are significant at level 0,05 in favour of KAT and the difference between reliabilities of EAT and CTT is sig nificant at level 0,05 in favour of CTT. On the other hand the difference between reliabilities of KAT and CTT is not significant. The reliability of EAT is less than the reliabilites of KAT and CTT. These results are the same for the two reliabilities which have been calculated by two methods.IV 3. Validity is calculated by two criteria. If TDDEN of all the sample is taken as a criterion, the difference between validity of EAT (r=0,00) and KAT (r=0,20) and EAT and CTT (r=0,15) is significant at level 0,05 but, the difference between validities of KAT and CTT is not significant. When TDDBN of EYO students are taken as a criterion, the difference between validities of EAT (r=0,01) and KAT (r=0,24) is significant at level 0,05. But the difference between validities of EAT and CTT (r=0,ll) and KAT and CTT are not significant. When TDDBN of MYO students are taken as a criterion, the validity, coefficients of EAT (r=-0,06), KAT (r=0,09) and CTT (r=0,18) were not found significant. When OYSTP is taken as a criterion for 215 students, the differences among validity of EAT (r=0,3O), KAT (r=0,28) and CTT (r=0,37) were not found significant. By changing EAT to KAT and CTT, a more reliable tests can be obtained.-. There is no evidence showing that more reliable test can be obtained changing KAT to CTT (or CTT to KAT). On the other hand, if TDDBN is taken as a criteron by changing EAT to KAT and CTT, more valid tests can be obtained. But it can not be said that more valid test can be obtained by transforming KAT to CTT. When OYSTP is taken as a criterion, by changing EAT, KAT and CTT to each other, no significant evidences have been found showing that more valid test can be obtained. As a summary, it can be said that EAT has less relia bility when compared to KAT and CTT. The difference be tween reliability of KAT and CTT is not significant. The validities of these three tests change according to the criteria. But it can be said that validities of KAT and CTT are higher than EAT. Some recommendations were developed as a result of the data obtained through this research.
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