Abstract:

aim of this study is to examine in detail the structural features of the Turkish items in the High School Entrance System (LGS), which was first implemented in 2018, and to determine the changes in these features over the years. In this descriptive survey study, the changes in test difficulty, discrimination, and internal consistency of a total of 100 Turkish items in the LGS administered in 2018-2022 were examined first. Then, the textual (sentence, word, and syllable length; readability), contextual (visuality, meaning of the item stem, common stem) and purpose features (content domain, text type) of the items were determined and the changes in these features over the years were examined. As a result of the study, it was determined that the test difficulty of the LGS Turkish test decreased over the years; in other words, the items became more difficult over time. Although there was no general change in the test discrimination of the test, it was determined that there was a general decrease in the test discrimination of the test. In the study, it was also determined that the item lengths varied over the years and the average length of the test increased over the years. The texts in the items were mostly composed of informative texts; poetry and narrative texts were not included in the items in some years.

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