Abstract:

10 plausible values are presented for the achievement scores in the fields of science literacy, mathematics literacy and reading in the PISA 2015 (Programme for International Student Assessment) which is one of the large scale assessments and in which Turkey also participates. This study aimed at examining the uncertainty regarding how these 10 plausible values to tackle for the Turkish students participating in PISA 2015. In order to solve this uncertainty through Grey Relationship Analysis, the grey relational degrees produced from 10 plausible values in the fields of science literacy, mathematics literacy and reading skills of Turkish students in the PISA 2015 and their relations with the plausible values were examined. All students who participated in the PISA 2015 in Turkey (N=5895) were included in this correlational study and science literacy, mathematics literacy and reading achievement scores were used. The data were analysed using descriptive statistics, Grey Relational Analysis (GRA), Pearson Moment Correlation Coefficient and independent samples t-test. As a result of the analysis, it was determined that the relationships between the grey relational level predicted from the 10 plausible reading points of the students and the plausible values were higher and more significant than the relationship among the plausible values in all three skill areas. The findings of this study show that using the single value produced by the researchers among 10 plausible values via GRA provides better results than using any of these values.

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