Abstract:

This study was undertaken to evaluate how answering behaviour to the items of multiple- choice Turkish examination test of elementary school 8th grade students changes according to the item types, psychometric characteristics of items, students in the sub score, middle score, top score groups and gender. The research was carried with 220 numbers of 8th grade students in three elementary public schools. A multiple-choice Turkish test containing 20 items was prepared for the objective of the study. Together with the Turkish test, the Answering Behaviour Form comprising nine items about behaviour was also applied at the same time for determining answering behaviour of the students. It was found that the students mostly showed the behaviour of “I have read the question and choices, and marked the choice that I supposed to be correct”. Percentage occurrence of behaviour of “I have read the question and choices, and marked the choice that I supposed to be correct” decreases with the difficulty of the item and increases with the judges estimates of discrimination power of items. The behaviours of getting correct answer by eliminating false choices, marking any choice and leaving unmarked decrease with the increasing performance scores and with the judges estimates of discrimination power of items.

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