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Ortaöğretime Geçiş Merkezi Sınavının Özel Öğrenme Güçlüğü Olan Öğrencilere Göre Ölçme Değişmezliğinin İncelenmesi

Year 2022, Volume: 4 Issue: 2, 88 - 105, 15.12.2022
https://doi.org/10.48166/ejaes.1135479

Abstract

Geniş ölçekli testlerin, özel gereksinimli öğrenciler için ölçme değişmezliğinin sağlanması ve buna yönelik bilimsel analizler adil ölçmeler için kritiktir. Özel öğrenme güçlüğü, özel gereksinim grupları içerisinde en büyük grubu oluşturmaktadır. Bu araştırmada ortaöğretime geçiş sınavının öğrencilerin özel öğrenme güçlüğü olup olmama durumuna göre ölçme değişmezliği incelenmiştir. Araştırmada öğrenme güçlüğü tanısı olan 994 öğrenci odak grubu, özel gereksinimi olmayan 1000 öğrenci ise referans grubu oluşturmuştur. Her bir alt testteki maddelerin Değişen Madde Fonksiyonu(DMF) gösterip göstermediği Mantel Haenszel ve Lord’un ki karesi yöntemleri ile incelenmiştir. Bunun yanında, Çoklu Grup Doğrulayıcı Faktör Analizi uygulanarak, alt testlerin yapısal, zayıf, güçlü ve katı değişmezlikleri aşamalı olarak incelenmiştir. Araştırma sonucuna göre 90 maddelik testin 34 maddesi her iki yönteme göre DMF göstermektedir. On bir madde orta ve beş madde ise yüksek düzeyde DMF göstermektedir. Zayıf değişmezlik ise tüm alt testlerde sağlanmamaktadır. Bu sonuca göre, sınavın tüm alt testlerinde, faktör yükleri gruplar arasında değişiklik göstermektedir. Bu sonuçlara göre söz konusu sınavın. Özel öğrenme güçlüğüne göre ölçme değişmezliğini sağlamadığı belirtilebilir.

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MEASUREMENT INVARIANCE OF TURKISH “CENTRAL EXAM FOR SECONDARY EDUCATION” BY SPECIFIC LEARNING DISABILITY

Year 2022, Volume: 4 Issue: 2, 88 - 105, 15.12.2022
https://doi.org/10.48166/ejaes.1135479

Abstract

Ensuring measurement invariance for students with disabilities is critical for fair measurement in large-scale testing. Specific learning disability constitutes the largest group among disability groups. In this study, it was aimed to examine the measurement invariance of the Turkish Central Exam for Secondary Education according to whether or not students have a specific learning disability. 994 students diagnosed with specific learning disability formed the focus group, whilst 1,000 students without any disability constituted the reference group. Mantel Haenszel and Lord’s chi-square methods were used to determine whether or not the items in each subtest showed Differential Item Functioning (DIF). In addition, by applying Multigroup Confirmatory Factor Analysis, the configural invariance, metric invariance, scalar invariance, and strict invariance of the subtests were examined. The study’s findings proved that 34 of the 90-item test indicated DIF according to both methods. Eleven items show moderate DIF and five show high DIF. Metric invariance is not provided in all subtests, with factor loadings in all subtests varied between the groups.

References

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  • Fischer, R., & Karl, J. A. (2019). A primer to (cross-cultural) multi-group invariance testing possibilities in R. Frontiers in Psychology, 10, Article 1507. https://doi.org/10.3389/FPSYG.2019.01507
  • Fletcher, J. M., Francis, D. J., Boudousquie, A., Copeland, K., Young, V., Kalinowski, S., & Vaughn, S. (2006). Effects of accommodations on high-stakes testing for students with reading disabilities: Exceptional Children, 72(2), 136–150. https://doi.org/10.1177/001440290607200201
  • French, A. W., & Miller, T. R. (1996). Logistic regression and its use in detecting differential item functioning in polytomous items. Journal of Educational Measurement, 33(3), 315–332. https://doi.org/10.1111/j.1745-3984.1996.tb00495.x
  • Gregg, N., & Nelson, J. M. (2012). Meta-analysis on the effectiveness of extra time as a test accommodation for transitioning adolescents with learning disabilities: More questions than answers. Journal of Learning Disabilities, 45(2), 128–138. https://doi.org/10.1177/0022219409355484
  • Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2019). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37-51. https://doi.org/10.1037/AMP0000452
  • Kamata, A., & Vaughn, B. K. (2004). An introduction to differential item functioning analysis. Learning Disabilities: A Contemporary Journal, 2(2), 49–69.
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  • Kim, D.-H., Schneider, C., & Siskind, T. (2009). Examining the underlying factor structure of a statewide science test under oral and standard administrations: Journal of Psychoeducational Assessment, 27(4), 323–333. https://doi.org/10.1177/0734282908328632
  • Kingsbury, G. G., & Houser, R. L. (1988, April 9). A comparison of achievement level estimates from computerized adaptive testing and paper-and-pencil testing Portland (OR) Public Schools [Conference presentation]. Annual Meeting of the American Educational Research Association, New Orleans, LA. http://iacat.org/sites/default/files/biblio/ki88-01.pdf
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  • Knickenberg, M., Zurbriggen, C., Venetz, M., Schwab, S., & Gebhardt, M. (2020). Assessing dimensions of inclusion from students’ perspective–measurement invariance across students with learning disabilities in different educational settings. European Journal of Special Needs Education, 35(3), 287–302. https://doi.org/10.1080/08856257.2019.1646958
  • Koretz, D. (1997). The assessment of students with disabilities in Kentucky. National Center for Research on Evaluation, Standards, and Student Testing (CRESST), University of California. https://cresst.org/wp-content/uploads/TECH431.pdf
  • Lai, S. A., & Berkeley, S. (2012). High-stakes test accommodations: research and practice. Learning Disability Quarterly, 35(3), 158–169. https://doi.org/10.1177/0731948711433874
  • Lindstrom, J. H., & Gregg, N. (2007). The role of extended time on the SAT for students with learning disabilities and/or attention-deficit/hyperactivity disorder. Learning Disabilities Research & Practice, 22(2), 85–95. https://doi.org/10.1111/j.1540-5826.2007.00233.x
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There are 64 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Selma Şenel 0000-0002-5803-0793

Early Pub Date July 6, 2022
Publication Date December 15, 2022
Submission Date June 24, 2022
Acceptance Date November 16, 2022
Published in Issue Year 2022 Volume: 4 Issue: 2

Cite

APA Şenel, S. (2022). MEASUREMENT INVARIANCE OF TURKISH “CENTRAL EXAM FOR SECONDARY EDUCATION” BY SPECIFIC LEARNING DISABILITY. Journal of Advanced Education Studies, 4(2), 88-105. https://doi.org/10.48166/ejaes.1135479

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