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Bu çalışmanın amacı Ortaöğretim Dil ve Anlatım ders kitaplarının çok-yüzeyli Rasch ölçme modeliyle analiz edilmesidir. Araştırmada tarama yöntemi kullanılmıştır. Araştırmanın çalışma grubu Elazığ il merkezinde 2013-2014 akademik yılda Anadolu Liselerinin 9, 10, 11 ve 12’nci Sınıf Dil ve Anlatım dersini okutan öğretmenlerden oluşmaktadır. Bu çalışma, 20 jüri ile 13 kriterin dört Dil ve Anlatım ders kitabını değerlendirmesine dayanmaktadır.Bunun için alanyazın taramasının ardından uzman görüşü alınarak 13 kriterden oluşan “Ders kitaplarını değerlendirme formu” oluşturulmuştur. Kapsam geçerlik oranlarına göre ölçüt olarak belirlenen maddelerin geçerlik indeksi 0,89 bulunmuştur. Araştırma bulgularına göre, 9’uncu sınıf ders kitabının yetersiz, kriterlerden en zor gerçekleşen maddenin “Item10” ve Jürilerden J12’nin ise en katı puanlayıcı oldukları gözlenmiştir. Araştırma sonuçlarına göre, güçlük analizinde ayırma indeksi ve güvenirlik katsayısı için ulaşılan değerler, maddeler arasındaki uyumun iyi düzeyde olduğunu göstermektedir.
the aim of this study is to analyze secondary language and expression textbooks with multi-faceted rasch measurement model, the screening method was used in research research group of the work group of the work group of the research was found in the center of 20132014 academic year in the study group of anadolu high school 9 10 11 and 12-class language and narration classes, this study was based on the evaluation of the four language and narration textbooks of the 13 criteria and after the screening of the domain for the evaluation of the "cers' books" which consists of 13 criteria, according to the results of the evaluation of the criteria determined by the criteria determined by the classification of the manuscript index of the manuscripts of the manuscripts, according to the criteria determined by the criteria of the proficiency of the proficiency of the proficiency of the proficiency of the proficiency of the proficiency of the proficiency of the proficiency of the proficiency of the proficiency of the proficiency of the proficiency of the evaluation of the manuscripts of the proficiency of the proficiency of the profici
The aim of this study is to analyze High School Language and Expression textbooks through the use of the many-facet Rasch measurement model. A survey method was applied in the research. The research working group comprised teachers who taught Language and Expression lessons to grades 9th, 10th, 11th and 12th, and worked in Anatolian high schools in Elazığ/Turkey during the 2013–2014 academic year. The study focuses on measuring the four Language and Expression textbooks in terms of 13 criteria by 20 judges. A “Textbook Evaluation Form” including 13 criteria was created after a review of the literature and based on the views of experts. The validity index of the items specified as criteria in terms of Content Validity Ratios was found to be as 0.89. 9th grade Language and Expression textbook was inefficient according to the data calibration map. Moreover, among the criteria, the most difficult item realized was “Item10” and the most severe judge was recorded as being J12. From the study results, it is clear that the values involved in creating the separation index and the reliability co-efficient demonstrated a high degree of consistency among the items in the analysis of item difficulty.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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