The Effect of Different Types of Test on Preservice Chemistry Teachers’ Achievement Related to “Chemical Bonding”

Temel, Senar; Özgür, Sinem Dinçol; Yılmaz, Ayhan

doi:10.33225/pec/12.41.123

Cited by 3 publications

(1 citation statement)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…students had more success with multiple choice questions than with open-ended questions. [12], [20] and [33] aimed to determine the success rate of students in different disciplines such as nursing. chemistry and physics according to different types of questions and investigate the effect of different types of questions on academic achievement.…”

Section: Discussionmentioning

confidence: 99%

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

Özkan

Ozaslan²

2018

IJERE

View full text Add to dashboard Cite

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were classified as multiple-choice, complex multiple-choice and constructed response items according to the different question types. The ratio of correct and partially correct and incorrect response given to each question type has been determined. Findings show that the achievements of students differ according to different types of questions. While the question type with the highest success average in the PISA 2003 test was multiple-choice, students got the highest scores from complex multiple-choice questions in the PISA 2012 test. The questionnaire with the lowest success average was found to be complex multiple-choice questions in the PISA 2003 test while students got the lowest scores from constructed response items in the PISA 2012 test. According to the constructivist education approach effectuated in 2005-2006 academic year, it is expected to observe a rise in constructed response question type; however, findings of the study reveal that the success of constructed response questions is decreased according to the application years.

show abstract

Section: Discussionmentioning

confidence: 99%

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

Özkan

Ozaslan²

2018

IJERE

View full text Add to dashboard Cite

show abstract

Evaluating Students’ Conceptual Understanding of Isomers Based on a Four-Tier Diagnostic Tool in Upper Secondary Schools

Wu,

Tian,

Sun

et al. 2024

Int J of Sci and Math Educ

View full text Add to dashboard Cite

The Effect of the Item’s Type and Cognitive Level on Its Difficulty Index: The Sample of TIMSS 2015

İlhan

Öztürk

Şahin

2020

Participatory Educational Research

View full text Add to dashboard Cite

In this research, the effect of an item's type and cognitive level on its difficulty index was investigated. The data source of the study consisted of the responses of the 12535 students in the Turkey sample (6079 and 6456 students from eighth and fourth grade respectively) of TIMSS 2015. The responses were a total of 215 items at the eighth-grade level (115 multiple-choice and 100 open-ended) and 178 items at the fourth grade level (93 multiple-choice and 85 open-ended) in the mathematics test. In the present study, the difficulty indices for the items of different types and cognitive level were calculated firstly. Then, the item type was defined as a dummy variable and multiple regression analysis was applied to test for the predictive effect of the type and cognitive level of the items on its difficulty index. In the study, it was determined that both the type and the cognitive level of the item had a statistically significant effect on its difficulty index. Compared to multiple choice items, it was detected that students had more difficulty in open-ended items. The effect of item type on difficulty index was found to be higher in eighth grade items than the fourth-grade ones. It was ascertained that difficulty index moved toward zero as its cognitive level increased at both grade levels. However, the effect of cognitive level on the difficulty index was higher in the fourth-grade items compared to the eighth grade items.

show abstract

The Effect of Different Types of Test on Preservice Chemistry Teachers’ Achievement Related to “Chemical Bonding”

Cited by 3 publications

References 13 publications

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

Evaluating Students’ Conceptual Understanding of Isomers Based on a Four-Tier Diagnostic Tool in Upper Secondary Schools

The Effect of the Item’s Type and Cognitive Level on Its Difficulty Index: The Sample of TIMSS 2015

Contact Info

Product

Resources

About