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Bu çalışmanın amacı ortaokul yedinci sınıf öğrencilerinin farklı metin türlerinde dinlediğini anlama becerilerini ölçmek için geçerli ve güvenilir ölçme araçları geliştirmektedir. Test geliştirme sürecinde, önceden hazırlanan belirtke tablosuna uygun olarak; farklı düzeyler ve soru türlerinde havuz oluşturulmuştur. Test, uygulanmadan önce uzman görüşleri alınmış ve beş öğrenci ile pilot çalışması yapılmıştır. Şiir türü için hazırlanan taslak başarı testi 184 öğrenciye; öyküleyici metin türü hazırlanan taslak başarı testi, 212 öğrenciye ve bilgilendirici metin türü için hazırlanan başarı testi 197 öğrenciye uygulanmıştır. Veriler Test Analiz Programı (TAP) ile analiz edilmiştir. Çoktan seçmeli ve doğru yanlış türündeki soruların geçerliliğini test etmek üzere her bir sorunun güçlük ve ayırt edicilik düzeyleri belirlenmiş, bazı sorular testlerden çıkarılmıştır. Çoktan seçmeli ve doğru yanlış tipi maddelerin güvenirliği için Kuder-Richardson 20 (KR 20) değerine bakılmıştır. Açık uçlu soruların cevap anahtarları detaylı puanlamaya uygun şekilde hazırlanmıştır. Araştırmacı dışında iki alan uzmanı, her test için 50 veriyi açık uçlu soruları cevap anahtarına göre incelemiştir. Puanlayıcılar arasındaki tutarlılığı belirlemek üzere elde edilen sonuçlar üzerinde SPSS kullanılarak küme içi korelasyon analizi (KİK) yapılmıştır. Şiir türü başarı testinin geçerli ve güvenilir son şeklinde, 6 çoktan seçmeli, 3 doğru-yanlış tipi ve 5 açık uçlu olmak üzere toplam 14 madde bulunmaktadır. Öyküleyici metin türü başarı testinin geçerli ve güvenilir son şeklinde, 11 çoktan seçmeli ve 3 açık uçlu olmak üzere toplam 14 madde bulunmaktadır. Bilgilendirici metin türü başarı testinin geçerli ve güvenilir son şeklinde, 8 çoktan seçmeli, 3 doğru yanlış tipi ve 3 açık uçlu olmak üzere toplam 14 madde bulunmaktadır.
The aim of this study is to develop applicable and reliable measurement tools to measure their understanding skills that high school students listen to in different types of text. During the test development process, according to the pre-prepared indication table; a pool in different levels and questions are created. The test was taken with expert opinions before implementation and a pilot study with five students was carried out. The project success test prepared for the poem type was applied to 184 students; the project success test prepared for the narrative text type, 212 students and the success test prepared for the informative text type to 197 students. The data is analyzed through the Test Analysis Program (TAP). The difficulty and distinctivity levels of each problem have been determined to test the validity of the already selectively and correctly wrong type of questions, some questions have been removed from the tests. The value of Kuder-Richardson 20 (KR 20) is considered for the reliability of the already selected and correct wrong type substances. The answer keys to open end questions are prepared in accordance with detailed ratings. In addition to the researcher, two field experts examined 50 data for each test according to the answer key to open-end questions. On the results obtained to determine the consistency between the scalers, the SPSS-based intergroup correlation analysis (KIC) was performed. Poetry type success test is valid and reliable in the form of the final, there are a total of 14 items, including 6 already selectively, 3 correct and wrong types and 5 open ends. In the valid and reliable final form of the success test, there are a total of 14 items, including 11 already selectively and 3 open ends. In the valid and reliable form of the success test, there are a total of 14 items, including 8 already selected, 3 correct wrong types and 3 open ends.
The aim of this study is to develop valid and reliable measurement tools to measure the comprehension skills of middle school seventh grade students in different text types. In the test development process, in accordance with a previously prepared table of specifications; a pool was created at different levels and question types. Before the test was applied, expert opinions were taken and a pilot study was conducted with five students. The draft achievement test prepared in the poetry genre was applied to184 students, the test in the narrative genre was applied to 212 students and the achievement test prepared in the informative text genre was applied to 197 students. The data were analyzed by TAP. In order to test the validity of multiple choice and right and wrong type questions, the difficulty and discrimination levels of each question were determined and some questions were excluded from the tests. Kuder-Richardson 20 (KR 20) value was examined for the reliability of multiple choice and right and wrong type items. Answer keys of open-ended questions were prepared in accordance with detailed scoring. Apart from the researcher, two field experts examined 50 data for each test with open-ended questions according to the answer key. In order to determine the consistency among raters, intra-cluster correlation analysis (IRB) was performed using SPSS. There are 14 items, 6 multiple choice, 3 right-wrong type and 5 open-ended, in the valid and reliable final form of the poetry achievement test. There are 14 items, 11 multiple choice and 3 open-ended, valid and reliable final test of the narrative text type achievement test. There are 14 items in the current and reliable final form of the informative text type achievement test, 8 multiple choice, 3 right-wrong type and 3 open-ended.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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