The analyses of secondary education institutions students selection and placement test's verbal section with respect to item response theory models

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2003
Can, Seda
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The purpose of this study is to analyze the Verbal Section (Turkish and Social Sciences subtests) of MONE- Secondary Education Institutions Student Selection and Placement Exam by using Item Response Theory. The results of the MONE- Secondary Education Institutions Student Selection and Placement Exam, which was administered in 2001, were used as the data in the study. The sample included 5585 examinees composed of 2693 (48.2%) male and 2892 (51.8%) female examinees. First of all, whether the assumptions of IRT models were met, was investigated. Then, the item parameter estimates across different groups of examinees and ability parameter estimates across different sets of items were wcompared in each subtest in order to examine the invariance of item and ability parameter estimates. Lastly, by using chi square statistics the observed and theoretical distribution on each subtest were reviewed. The results of the study indicated that, equality of item discrimination assumption of the one-parameter model was not met by the subtests. The Turkish subtest was a non-speeded test. The two-parameter model item discrimination estimates for high ability vs. low ability group were invariant in the Turkish subtest. The discrimination parameter estimates in the high ability vs. low ability groups and pseudo-chance level parameter estimates for the three-parameter model across two different groups were not invariant in the Turkish subtest. In the Social Sciences subtest, the item difficulty parameter estimates of both one-, two- and three-parameter models were highly invariant. Moreover, the three-parameter pseudo-chance level parameter estimates of Social Sciences subtest were invariant for the two different groups in contrast to Turkish subtest. The three-parameter ability parameter estimates were slightly more invariant than the one- and two-parameter models both in Turkish and Social Sciences Subtests. Chi square statistics results indicated that the fit of the one-parameter model to the Secondary Education Institutions Student Selection and Placement Exam was better than the two- and three-parameter models.
Item response theory, Educational tests and measurements, Examinations, One- two- and three-parameter models
https://hdl.handle.net/11511/13361
Graduate School of Social Sciences, Thesis

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Citation Formats
S. Can, “The analyses of secondary education institutions students selection and placement test’s verbal section with respect to item response theory models ,” M.S. - Master of Science, Middle East Technical University, 2003.
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