Özet:

This study aimed to develop a standardized achievement test on complementary assessment and evaluation techniques for the assessment and evaluation course taught as a compulsory course in teacher education programs of universities. The study followed the stages of the test development process to achieve this aim. In this process, the purpose of developing the achievement test was determined, the aims of the course were defined, and multiple-choice test items were generated for critical behaviors. To ensure content validity, a specification table was created, and expert opinion and peer confirmation were applied. Additionally, the test, evaluated for its appropriateness in Turkish grammar, has taken its initial draft form after obtaining expert opinions. The item analyses of the test, administered to 95 biology and science teachers working in Ankara, were conducted using the ITEMAN program. The Kuder-Richardson KR-20 reliability coefficient of this 20 item test was calculated as 0,829. In addition, the mean item difficulty index of the test was 0,63, and the mean item discrimination index was calculated as 0,51. Results revealed that the test was of moderate difficulty with high distinctiveness and reliability. In addition, the relationship between gender and total test scores and the relationship between undergraduate graduation and total test scores were analyzed with the t-test for independent groups. The relationship between educational status and total test scores was analyzed by applying ANOVA. As a result of this study, it was concluded that the developed multiple-choice achievement test, which has high validity and reliability, can be used in scientific studies and courses related to complementary assessment and evaluation techniques.

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