Özet:

The purpose of this research is to study the activities within the eight units included in the sixth class science curriculum using a multi-level Rasch measurement model. The research focuses on activities that are an effective use of structural education, focusing the student and the attitude to multi-process assessment of the product. The research science course is studied by eight events included in the 6th class curriculum; three sciences, three program development and three measurement and evaluation, and a total of nine fields of experts. Scorecards evaluated the activities by 13 measurements of activity assessment form. According to the findings obtained, the scores have scored the activities consistently. The findings have been found that the activities have similar characteristics according to the evaluation criteria and that the criteria differ in terms of difficulty levels. Furthermore, it has been determined that the category levels of the standards show sufficient and appropriate function. According to all the findings obtained from the study, in the studies where more than one surface is located and all the surfaces are required to be studied in detail, the multidisciplinary Rasch measurement model has achieved quite explicit and useful results.

Özet:

This study aims at analysing the activities included in eight units of the 6th grade textbook of elementary science education course through many-facet Rasch model.  The study focuses on the activities in which the tendency of constructivist education to put learners into the centre and to assess the process rather than the outcome is actively used. The eight activities were evaluated by nine raters three of whom were elementary science education experts, three of whom were curriculum development experts and three of whom were measurement and evaluation experts. The raters evaluated the activities on the basis of activity evaluation form containing 13 criteria. Accordingly, the raters rated the activities consistently. It was concluded that the activities had similar properties in terms of evaluation criteria, but that the criteria differed in terms of difficulty levels. It was also found that the levels of categories of the criteria were adequate and that they functioned appropriately. Based on all the data obtained in the research, it was concluded that many-facet Rasch model was quite explanatory and yielded beneficial results in studies having more than one facet and intending to analyse all facets in details; and feedback as well as views in relation to the elementary science education course activities were also included in this study.

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