İşaretleme ve Angoff Standart Belirleme Yöntemlerinin Karşılaştırılması

Çetin, Sevda; Gelbal, Selahattin

doi:10.12738/estp.2013.4.1829

Cited by 7 publications

(4 citation statements)

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“…There are more than 50 methods in the literature to set standards (Smith, 2011). Many studies have examined whether different methods give similar standards for the same exam and concluded that method selection CONTACT: Hakan Kara  hakankaraodtu@gmail.com  Ministry of National Education, 06930, Ankara, Turkey ISSN-e: 2148-7456 /© IJATE 2020 has an effect on passing scores, and that different methods may produce different passing scores on the same exam (Berk, 1996;Çetin, 2011;Irwin, 2007;Jaeger, 1989;Kane, 1998;Mehrens, 1995). For this reason, the simultaneous use of multiple methods has been proposed in standard setting studies.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Passing Scores Determined by The Angoff Method in Different Item Samples

Kara¹,

Çetin

2020

International Journal of Assessment Tools in Education

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In this study, the efficiency of various random sampling methods to reduce the number of items rated by judges in an Angoff standard-setting study was examined and the methods were compared with each other. Firstly, the full-length test was formed by combining Placement Test 2012 and 2013 mathematics subsets. After then, simple random sampling (SRS), content stratified (C-SRS), item-difficulty stratified (D-SRS) and content-by-difficulty random sampling (CD-SRS) methods were used to constitute different length of subsets (30%, 40%, 50%, 70%) from the full-test. In total, 16 different study conditions (4 methods x 4 subsets) were investigated. In data analysis part, ANOVA analysis was conducted to examine whether minimum passing scores (MPSs) for the subsets were significantly different from the MPSs of the fulllength test. As a follow-up analysis, RMSE and SEE (Standard Error of Estimation) values were calculated for each study condition. Results indicated that the estimated Angoff MPSs were significantly different from the full-test Angoff MPS (45.12) only in the study conditions of 30%-C-SRS, 40% C-SRS, 30% D-SRS and 30%-CD-SRS. According to RMSE values, the C-SRS method had the smallest error while the SRS method had the biggest one. Moreover, SEE examinations revealed that to achieve estimations similar to the full-test Angoff MPS (within one SEE), it is sufficient to get 50% of items with the C-SRS method. C-SRS method was the more effective one compared to the others in reducing the number of items rated by judges in MPS setting studies conducted with the Angoff method.

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Section: Introductionmentioning

confidence: 99%

Comparison of Passing Scores Determined by The Angoff Method in Different Item Samples

Kara¹,

Çetin

2020

International Journal of Assessment Tools in Education

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“…That Sadler acknowledges there is some subjectivity in setting the standard is important, but what is more important is that he points to the need for thoughtful consideration and due deliberation regarding the relevant variables and context. There are numerous specific, and sometimes labor-intensive, methods for standard setting and deciding on cut-off scores which include, among others, the Angoff and bookmark methods studied by Çetin and Gelbal (2013), along with the borderline, relative, and holistic methods studied by Kaufman et al (2000). Using a validated method for setting the standard is advisable regardless of what the final cut-off score turns out to be, as it promotes the defensibility and integrity of the final practice adopted.…”

Section: Discussionmentioning

confidence: 99%

How Using a Restricted Grading Range Distorts GPAs and Disproportionately Penalizes Low-Performing Students

Wetzler

2019

Front. Educ.

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This study evaluates how combining multiple grading practices and policies designed to promote excellence, differentiate among high-performing students, or prevent grade inflation at an elite institution affects GPA outcomes for low-performing students. The author evaluated archived performance data from 3,274 cadets completing a required course during a 3-year period at the United States Military Academy (USMA) at West Point. Common grading practices use a restricted percentage range with a high cutoff value for the D category (67.0-69.9%), and, although used for other grades, USMA policy prohibits the use of plus/minus demarcations for the D grade in GPA calculations. Grade distributions were highly irregular, and, when combined with the lack of plus/minus demarcations for D's in GPA calculations, the restricted D range in the grading scale resulted in disproportionate GPA penalties for low-performing students. These penalties masked other notable performance differences at higher levels. Recommendations include (a) conducting a benchmark study to determine the appropriate cutoff score for the current course and (b) conducting a comprehensive, retrospective review of cadets' academic performance data across different courses and semesters to determine the percentage of cadets affected by the disproportionate penalty before deciding on a future course of action.

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“…Puanlayıcılardan bütün maddeler için elde edilen ihtimal değerlendirmeleri toplanır ve puanlayıcı sayısına bölünmek suretiyle ortalaması alınarak puanlayıcı grubu ve test için nihai kesme puanı belirlenmiş olur. Angoff yöntemi Türkiye'de ve yurtdışında çokça kullanılmasına rağmen (Behuniak vd., 1982;Brennan & Lockwood, 1980;Çetin, 2011;Demir, 2014;Gündeğer ve Doğan, 2014;Kane, 1994;Yousuf, Violato & Zuberi, 2015) puanlayıcılar tarafından minimum yeterlik düzeyindeki öğrencinin maddeyi doğru cevaplayabilme olasılığının isabetli bir şekilde tahmin edilebilmesinin güç bir görev olduğundan dolayı eleştirilmektedir (Shepard, 1993).…”

Section: Standart Belirleme Yöntemleriunclassified

Mesleki̇ Kidemi̇n Kesme Puani Beli̇rlemeye Etki̇si̇ni̇n Genellenebi̇li̇rli̇k Kurami İle İncelenmesi̇

KESER¹,

DOĞAN

Soysal

2023

Trakya Eğitim Dergisi

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Bu araştırmanın amacı, puanlayıcıların çalışma yılı olarak ele alınan mesleki kıdem farklılıklarının, farklı standart belirleme yöntemleri ile elde edilen kesme puanlarına etkisini incelemektir. Araştırmada Millî Eğitim Bakanlığı tarafından 2014-15 ve 2015-1016 eğitim ve öğretim yıllarında sekizinci sınıf öğrencilerine ortak sınav şeklinde uygulanan Temel Eğitimden Orta Öğretime Geçiş sınavı 1. dönem matematik sorularının ayırt edicilik açısından en iyi 20 maddesinden oluşturulan çoktan seçmeli matematik başarı testi kullanılmıştır. Söz konusu test, Ankara ilindeki ortaokullardan seçkisiz örnekleme yöntemi ile belirlenen 907 sekizinci sınıf öğrencisine uygulanmıştır. Maddelerin Angoff, Nedelsky ve Ebel standart belirleme yöntemleri ile değerlendirilmesi amacıyla hazırlanan uzman değerlendirme formu ile aynı okullarda görevli ve hali hazırda sekizinci sınıflarda ders vermekte olan 40 matematik öğretmeninin değerlendirmeleri alınmıştır. Elde edilen kesme puanları Genellenebilirlik Kuramı ile analiz edilmiştir. Yapılan analizler sonucunda; Angoff, Nedelsky ve Ebel standart belirleme çalışmalarında, mesleki olarak daha kıdemli olan puanlayıcı grubunun kesme puanları belirlemede göreceli olarak daha tutarlı olduğu görülmüştür. Kıdem seviyesinin artmasının yanı sıra puanlayıcı gruplarının çalışma yılı açısından homojenleşmesinin de belirlenen standartların tutarlılığını artırabileceği görülmüştür.

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İşaretleme ve Angoff Standart Belirleme Yöntemlerinin Karşılaştırılması

Cited by 7 publications

References 0 publications

Comparison of Passing Scores Determined by The Angoff Method in Different Item Samples

Comparison of Passing Scores Determined by The Angoff Method in Different Item Samples

How Using a Restricted Grading Range Distorts GPAs and Disproportionately Penalizes Low-Performing Students

Mesleki̇ Kidemi̇n Kesme Puani Beli̇rlemeye Etki̇si̇ni̇n Genellenebi̇li̇rli̇k Kurami İle İncelenmesi̇

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