The aim of the study was to investigate the extent students' learning strategies and reading enjoyment variables predicted PISA 2009 reading achievement, and to examine whether reading enjoyment had a mediator effect in the relationship between reading achievement and learning strategies. Methods: In this correlational study, Turkey PISA 2009 reading comprehension cognitive test and student questionnaires were used for data collection. Learning strategies and reading pleasure which was related to students' reading comprehension achievement were identified as predictive variables and index values of these variables were used. The data were analysed using hierarchical linear models (HLM).
The purpose of this research is to explore the relationship mathematics teaching qualification and teaching activities with mathematics scores of 8th grade Turkish students who participated in PISA (Program for International Student Assessment) 2012 using Hierarchical Linear Modeling. PISA 2012 mathematics literacy test and student questionnaire were used to collect data and these were obtained from the official website of PISA. In this study, random effects one-way ANOVA and random coefficient regression model were developed to analyze the data. The results of the research show that there are significant differences in terms of mathematics literacy between schools. It also indicates that while the increase in the student-centered instructions within the context of classroom activities decreased students' mathematics literacy scores, teachers' frequency of activating cognitive processes and a good disciplined environment increased students' mathematics literacy skill. The impacts of significant variables were discussed and implications for further research were provided.
Determining the ethnic differences in academic performance among immigrant students is important in terms of adapting them into the system they live in. Examining the variables related to students’ performance will be a guide in overcoming the issue. The purpose of this study is to examine the direct effect of economic, social, and cultural status (ESCS) on science performance and the indirect effect of ESCS on the relationship between science dispositions and science literacy in Canadian immigrant students using hierarchical linear modeling. Data were obtained from Program for International Student Assessment (PISA) 2015 science literacy test and student questionnaire and data sets were provided from the official website of PISA. The results of the research show that ESCS had a direct and indirect effect through science dispositions with medium to large on science performance of immigrant students. The impacts of significant variables were discussed and implications for further research were provided.
Bu araştırmanın amacı, ilköğretim 5. sınıf düzeyindeki öğrencilerin yazılı anlatım becerilerini değerlendirmek üzere analitik dereceli puanlama anahtarı (DPA) geliştirmek ve bu DPA'nın geçerlik ve güvenirlik kanıtlarını sunmaktır. Araştırma verileri, Ankara ve Denizli'deki görev yapan 22 öğretmenin 10 öğrencinin yanıtlarını değerlendirmesiyle elde edilmiştir. Geliştirilen analitik DPA'nın geçerlik kanıtı için alan öğretmeni ve ölçme ve değerlendirme uzmanlarının her bir ölçüt ve tanımlamalara ilişkin görüşleri arasındaki uyum, basit uyuşum yüzdesi ile değerlendirilmiştir. Puanlayıcılar arası güvenirlik için Kendall's W katsayısı ve puanlayıcı içi tutarlılık için uyuşum yüzdesi hesaplanmıştır. Araştırma bulguları DPA'da yer alan ölçütler ve bunlara ilişkin tanımların uygunluğu ve yeterliği konusunda uzmanlar arasında görüş birliği olduğunu; aynı puanlayıcı ve farklı puanlayıcılar tarafından yapılan değerlendirmeler arasında yüksek düzeyde tutarlılık olduğunu göstermiştir. Araştırma bulguları ilgili literatür çerçevesinde tartışılmış ve önerilerde bulunulmuştur.Anahtar sözcükler: yazılı anlatım becerisi, analitik dereceli puanlama anahtarı, puanlayıcılar arası uyum.
The conceptual development of assessment literature in recent years has been remarkable. One of the latest concepts to have emerged in parallel with this development is Assessment as Learning (AsL). This study investigated how AsL pertains to classroom practices within its conceptual framework by examining teacher reports. Case study design, a qualitative research method, was used to collect detailed information about in-class teacher practices. The teachers were interviewed with semi-structured interview forms and the data obtained were then analyzed using content analysis. The results revealed that in-class teacher practices were incapable of supporting AsL and promoting self-regulated behaviors and that many of the activities conducted in class were teacher-centered. Teachers did not apply self-assessment or peer-assessment practices, and the feedback they gave to students was mainly based on measurement scores. The researchers discussed the results in relation to the relevant literature and offered some suggestions for applying AsL in practice.
The purpose of this study is to examine the written response instruments used in postgraduate theses completed in the field of special education in Turkey between 2015 and 2018 and explore the psychometric profiles of these instruments. In the study, a total of 137 master's theses and 37 dissertations were reviewed using the Data Collection Instrument Review Form. Categorical and frequency analyses were used in the analysis of the data. Also, the relevant categories were discussed by citing remarkable examples of errors or deficiencies. According to the research findings, a total of 387 written response instruments were used in the theses reviewed. Most of the written response instruments were developed by the researchers themselves and of these instruments, the most frequently used were the personal information forms and scales. In the theses, most of the written response instruments were not introduced or only partly introduced and the validity and reliability of these instruments were either not reported or only partly reported. The results of the research showed that there were crucial deficiencies and errors in reporting the basic methodological information about the written response instruments used in the theses and this situation was repeated in the theses. In parallel with the results of the research, the related problems and their causes were discussed, and suggestions offered.
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