The purpose of study is to examine the reliability of analytical rubrics and checklists developed for the assessment of story writing skills by means of generalizability theory. The study group consisted of 52 students attending the 5th grade at primary school and 20 raters in Mersin University. The G study was carried out with the fully crossed hxpxg (story x rater x performance task) design, where the scoring keys were determined as fix facet. Decision Study was carried out by changing the task facet conditions. As a result, it was observed in both scoring keys that the sources of variance related to the stories had a high variance percentage in the main effects while "hp (story and rater interaction effects)" a high variance percentage in the interaction effects. The highest variance in the design belongs to the interaction effect "hpg (story, rater and performance task interaction effects)". This can be an indicator for the existence of different sources of variability and error, which are not included in the design. Examining the G and phi coefficients calculated for both scoring keys, it was determined that scoring with analytic rubrics is more reliable and generalizable. According to the decision studies, it was decided that the number of tasks used in this study is to be most appropriate.

Araştırma uzaktan eğitimde öğretici konumunda bulunanların çevrimiçi ölçme ve değerlendirmeye yönelik özyeterlik düzeylerini açığa çıkarmaya yönelik geçerli ve güvenilir bir ölçme aracı geliştirmek amacıyla gerçekleştirilmiştir. Bu amaca yönelik olarak yazılan 70 madde dokuz uzmanın değerlendirmesine sunularak kapsam geçerliği sağlanmaya çalışılmıştır. Hesaplanan kapsam geçerlik oranı ve kapsam geçerlik indeksleri sonucunda ölçek deneme formunda 49 madde yer almasına karar verilmiş ve ölçek çevrimiçi ortamda öğretmen ve öğretim elemanlarının gönüllü olarak cevaplamalarına sunulmuştur. 316 veri ile gerçekleştirilen açımlayıcı faktör analizi sonucunda ölçeğin iki bileşen altında gruplanan ve toplam 25 madde ile temsil edilen yapısına karar verilmiştir. Ölçeğin karar verilen yapısının sınanması amacıyla 202 veri üzerinden doğrulayıcı faktör analizi gerçekleştirilmiştir. Gerçekleştirilen doğrulayıcı faktör analizi sonucunda maddelere ilişkin standartlaştırılmış yük değerlerinin 0,43 ile 0,87 arasında değişkenlik gösterdiği, tüm t değerlerinin istatistiksel olarak anlamlı olduğu ve hesaplanan uyum indekslerinin de mükemmel/kabul edilebilir düzeyde olduğu görülmüştür. Ölçeğin açıkladığı toplam varyans oranı %65,895 ve ölçeğe ilişkin hesaplanan Cronbach Alpha güvenirlik katsayısı 0,958 ve McDonald Omega katsayısı ise 0,962'dir. Ayrıca alt faktörlere ilişkin hesaplanan birleştirici güvenirlik katsayısının sırasıyla 0,95 ve 0,93; yakınsak geçerliğin 0,611 ve 0,537 olduğu ve ıraksak geçerliğin de her iki faktör için de sağlandığı görülmüştür. Elde edilen bulgular geliştirilen ölçeğin bilimsel ve psikometrik açıdan geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

The goal of this study is to determine the reliability of the performance points of dentistry students regarding communication skills and to examine the scoring reliability by generalizability theory in balanced random and fixed facet (mixed design) data, considering also the interactions of student, rater and duty. The study group of the research consists of the 16 dentistry students who took communication skills elective course in Hacettepe University in 2014-2015 academic year. In the study, the variability sources are taken as student (s), rater (r), occupation (o) and task (t). 16 students are assigned with 16 different duties and whether the students fulfill the duties is rated by 8 raters from two different occupation groups, 4 standard patients and 4 academicians. On these facets using different designs G study has been performed. Within the scope of this study the sxrxt design where all variability sources are crossed; sx(o:r)xt design where the occupation nested on rater as the result of scoring of the students by two different occupation groups as standard patient and academicians; sxaxt and sxspxt facets where rater facet is taken as fixed facet according to occupation groups (sp: Standard Patient, a: Academician) were examined. For each design estimated variance components are discussed separately.

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Background: Within the 3Cs (closeness, commitment, and complementarity) theoretical framework of the quality of two-person relationships, a coach–athlete relationship quality questionnaire (CART-Q) was developed and validated to assess the nature of the coach–athlete relationship. In this study, a modified version of the CART-Q for physical education (PE) was adapted to assess the teacher–student relationship quality in the PE context in Turkey and Kuwait. The purpose of this study was to examine the factorial validity of the teacher–student relationship quality questionnaire (TSRQ-PE) within a sample of Turkish and Kuwaiti physical education teachers. Methods: Multigroup confirmatory factor analysis (MGCFA) was used to test the measurement of cultural invariance between these two groups. A total of 175 teachers from Turkey (n = 73) and Kuwait (n = 102) completed the TPRQ-PE. Results: MGCFA supported the factorial validity of the TPRQ-PE in a three first-order factor model across the two countries. Overall, these results add evidence to the psychometric properties of the TPRQ-PE and suggest that this instrument can be applied to measure the quality of the teacher–student relationship within Turkey and Kuwait, although caution may be required when applied to drawing comparisons between these two counties. Conclusions: The results of the present study could help physical educators and researchers in this field to understand the reasons and methods that lead to a quality teacher–student relationship.

This study aims to comparatively examine the resultant findings by testing the measurement invariance with structural equation modeling in cases where the missing data is handled using the expectation-maximization (EM), regression imputation, and mean substitution methods in the complete data matrix and the 5% missing data matrix that is randomly obtained from the same matrix. The data were collected from 2822 students. Of these students, who participated in the study, 1338 (49.2%) were females while 1434 (50.8%) were males. The data were collected using the "School Attitude Scale" developed by Alıcı (2013). In this study, the measurement invariance was tested with structural equation modeling in the complete data matrix and in cases of handling the missing data it was tested using EM, Regression-Based Imputation, and Mean Substitution methods. In the present study the measurement invariance decisions taken for the complete data matrix coincide with the mean substitution method in all sub-factors, with regression imputation from the other suggested methods in two sub-factors, and with expectation-maximization in one sub-factor. It was concluded that different data imputation methods change measurement invariance decisions, considering all the factors. The three techniques provided consistent results only in one sub-dimension. The ways of dealing with the missing data change the results; thereby, increasing fundamental studies in this regard is necessary. With reference to these results, it would be worthwhile to study different missing data structures and different proportions of missing data in terms of invariance decisions.

Uzman hekim yetkinliklerinin ölçeklenmesi ve karşılaştırılmasıScaling and comparing the competencies of a medical expert Amaç: Bu araştırmada. uzman hekimde bulunması istenilen yetkinliklerin ikili karşılaştırma ile ölçeklemesi ve bu yetkinliklerin uzmanlığını almış hekim ve tıp fakültesi öğrencileri bakımından daha anlamlı bir ölçek üzerinde karşılaştırılması amaçlanmıştır.: Tıp Eğitimi Akreditasyon Konseyi mesleki yetkinlikleri; Hasta bakımı. Tıbbi bilgi. Uygulamaya dayalı öğrenme ve gelişim. Kişiler arası iletişim becerileri. Profesyonellik. Sistemlere dayalı uygulama biçiminde bildirmiştir. Gereç ve Yöntem: Ölçekleme; denek ve yargıcı tepkilerinden elde edilen verilerin istatistiksel işlemler yoluyla daha anlamlı ve nitelikli verilere dönüştürülmesini sağlar ve verilerin yorumlanmasını kolaylaştırır. Araştırma. Hacettepe Üniversitesi tıp fakültesinde çalışmakta olan 34 uzman hekim ve 47 klinik eğitimine devam eden dönem IV öğrencileri ile yapılmıştır. Bulgular: İkili karşılaştırmalar yöntemi ile yapılan ölçekleme çalışmasından elde edilen bulgulara göre. uzman hekimler de bulunması gereken yetkinliklerin hesaplanan ölçek değerlerinin en büyük olan yetkinlikten en küçük değere sahip olan yetkinliğe göre sıralandığında en büyük değere sahip olan yetkinliğin uzmanlığını alan hekimler için tıbbi bakım becerisi; tıp fakültesi öğrencileri içinse uygulamaya dayalı öğrenme ve gelişim olduğu belirlenmiştir. Sonuç: Uzman hekim yetkinlikleri açısından uzman hekimler ve hekim adayları açısından farklılıklar bulunmaktadır. Anahtar Sözcükler: İkili karşılaştıma yöntemi; ölçekleme; tıp eğitimi; uzman hekim yetkinlikleri. Introduction: In this study. it was studied what "wanted competencies of a medical expert" should be by scaling study with pairwise comparison to determined. Patient care Medical knowledge Practicebased learning and improvement Interpersonal communication skills Professionalism Systems-based practice were reported as the competencies of The Accreditation Council for Graduate Medical Education (ACGME).Methods: Scaling; allows the data obtained from subject and judge reactions to be transformed into more meaningful and qualitative data through statistical procedures and facilitates interpretation of data.This research was performed on 34 doctors who works at faculty of medicine in Hacettepe University and 47 medical students.Results: According to the results of scaling study by pair-wise comparison. when "wanted competencies of a medical expert" was sorted from the most desired competence to the least desired competence by doctors. it was determined that the most desired competence was "Medical knowledge". for students; the most desired competence was Practice-based learning. And the least desired competence was determined as "Patient care" for doctors and "Systems-based practice" for students.Discussion and Conclusion: In terms of competence of specialist physicians there are differences in terms of specialist physicians and medical students.

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