The purpose of this study was to investigate the Type I Error findings and power rates of the methods used to determine dimensionality in unidimensional and bidimensional psychological constructs for various conditions (characteristic of the distribution, sample size, length of the test, and interdimensional correlation) and to examine the joint effect of the conditions (effect of the interaction of conditions) as well as the main effect of each condition. The simulative data were generated for the study using the SAS program. Within the scope of the study, the data were analyzed using the DIMTEST T statistic and the Dimensionality DETECT IDN index, which is one of the non-parametric methods. The Nonlinear Factor Analysis (NOHARM) method was preferred from among parametric methods. As a result of the study, it was noted that the most consistent results in making the unidimensionality decisions belong to the Nonlinear Factor Analysis method showing standard normal distribution according to the shape of the distribution. When the power study results were examined, it was noted that the DIMTEST T statistic gave more accurate results in conditions with large samples, consisting of data with standard normal distribution. On the other hand, while results of the DETECT IDN index and Nonlinear factor analysis were more internally consistent, it was noted that in conditions where the sample size was 1000 and above, the DIMTEST T statistic also made the right decisions in determining dimensionality.
This study tested the applicability of the theoretical Examination for Candidates of Driving License (ECODL) in Turkey as a computerized adaptive test (CAT). Firstly, various simulation conditions were tested for the live CAT through an item response theory-based calibrated item bank. The application of the simulated CAT was based on data from e-exams administered by the Ministry of National Education (MoNE). Results of the first stage of the study were used to determine the rules for starting, continuing, and terminating the live CAT exam for ECODL. Secondly, the live CAT exam was applied according to the results of the simulation. Candidate drivers (n = 280) who had taken the ECODL as an e-test participated in the second stage. Thirdly, the opinions of the individuals who took the computer-based test towards the computer-based testing application were mapped. In the termination rule of the CAT-based ECODL, testing with a fixed number of questions yielded the smallest estimated measurement error. We also found that when ECODL was implemented as CAT, it could reliably differentiate among testers in terms of competence of theoretical knowledge of driving and provide basis for accurate decisions regarding their proficiency. According to the findings obtained on the candidates' opinions on the computer-based testing application, it was seen that they considered computer-based application more practical an easier in terms of testing.
The object of this study is to determine of teachers’ opinions on the impacts of exam for the Transition from Basic Education to Secondary Education TEOG system on their teaching activities in visual arts, technology and design, music and physical education courses that are not covered by the TEOG exam. This research was conducted as a survey study and the study group was determined by the purpose of sampling strategy, data analysis plan and easy accessibility approach. This research was carried out with 35 teachers who teach visual arts, physical education, technology and design, and music courses in public schools in Ankara. Teachers’ opinions were obtained with a form containing five open-ended questions and demographic and occupational characteristics of the teachers. A descriptive analysis approach was applied to the written opinions of the teachers. As a result of this research according to the opinions of teachers; visual arts, technology and design, music and physical education courses which are not included by the TEOG exams were considered to be insignificant by students, school administrators and parents. In addition, teachers stated that the TEOG system affected their teaching and evaluation activities negatively in the classroom, and the teachers were unable to evaluate their students objectively due to the TEOG system, and students, administrators and parents expected or demanded the teacher to give higher grades. Because of these situations, the relations between the teachers, students, school administrators and parents were affected negatively.
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