Geri Dön

Madde çeşidinin test güvenirliğine ve geçerliğine etkisi

Başlık çevirisi mevcut değil.

  1. Tez No: 21116
  2. Yazar: SATILMIŞ TEKİNDAL
  3. Danışmanlar: PROF.DR. İLHAN AKHUN
  4. Tez Türü: Doktora
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 1992
  8. Dil: Türkçe
  9. Üniversite: Hacettepe Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. 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.

Benzer Tezler

  1. 'Tehlike değerlendirme aracı' ölçeğinin Türkçeye uyarlanması ve geçerlik-güvenirliğinin araştırılması

    Adaptation of the 'danger assessment TOOL' scale to Turkish and evaluation of validity-reliability

    ENİSCAN KARAALP

    Tıpta Uzmanlık

    Türkçe

    Türkçe

    2022

    Adli TıpAnkara Üniversitesi

    Adli Tıp Ana Bilim Dalı

    PROF. DR. YAŞAR BİLGE

  2. Problem çözme becerisinin değerlendirilmesinde puanlayıcılar arası güvenirliğin klasik test kuramı ve genellenebilirlik kuramına göre karşılaştırılması

    Comparison of interrater reliability based on the classical test theory and generalizability theory in problem solving skills assessment

    SERAP BÜYÜKKIDIK

    Yüksek Lisans

    Türkçe

    Türkçe

    2012

    Eğitim ve ÖğretimHacettepe Üniversitesi

    Eğitim Bilimleri Ana Bilim Dalı

    DOÇ. DR. DUYGU ANIL

  3. Kaynak işlerinde risk değerlendirilmesi ve iş sağlığı ve güvenliğine etki eden faktörlerin araştırılması

    Risk assesment in resource works and the investigation of the factors affecting business health and safety

    CEM YILDIRIM

    Yüksek Lisans

    Türkçe

    Türkçe

    2017

    Makine MühendisliğiOkan Üniversitesi

    İş Sağlığı ve Güvenliği Ana Bilim Dalı

    YRD. DOÇ. DR. MUSTAFA YAĞIMLI

  4. Williams yaratıcılık değerlendirme ölçeği'nin uyarlanması ve yaratıcılık ile algılanan öğretmen davranışları arasındaki ilişki

    The adaptation of williams creativity assessment packet and the relationship between creativity with perceived teacher behaviours

    YÜKSEL ERDOĞDU

    Doktora

    Türkçe

    Türkçe

    2005

    Eğitim ve ÖğretimAnkara Üniversitesi

    Eğitimde Ölçme ve Değerlendirme Ana Bilim Dalı

    PROF. DR. NİZAMETTİN KOÇ

  5. Synthesis and characterization of nano zinc borate and its usage as a flame retardant for polymers

    Nano çinko boratın sentezi,karakterizasyonu ve polimerlerde alev geciktirici olarak kullanılması

    BERK BALTACI

    Yüksek Lisans

    İngilizce

    İngilizce

    2010

    Polimer Bilim ve TeknolojisiOrta Doğu Teknik Üniversitesi

    Kimya Mühendisliği Bölümü

    PROF. DR. GÖKNUR BAYRAM