Comparison of linear and adaptive versions of the Turkish pupil monitoring system (PMS) mathematics assessment

Download
index.pdf
2012
Gökçe, Semirhan
Show full item record
182
views
76
downloads
Until the developments in computer technology, linear test administrations within classical test theory framework is mostly used in testing practices. These tests contain a set of predefined items in a large range of difficulty values for collecting information from students at various ability levels. However, placing very easy and very difficult items in the same test not only cause wasting time and effort but also introduces possible extraneous variables into the measurement process such as possibility of guessing, chance of careless errors induced by boredom or frustration. Instead of administering a linear test there is another option that adapts the difficulty of test according to the ability level of examinees which is named as computerized adaptive test. Computerized adaptive tests use item response theory as a measurement framework and have algorithms responsible for item selection, ability estimation, starting rule and test termination. The present study aims to determine the applicability of computerized adaptive testing (CAT) to Turkish Pupil Monitoring System’s (PMS) mathematics assessments. Therefore, live CAT study using only multiple choice items is designed to investigate whether to obtain comparable ability estimations. Afterwards, a Monte Carlo simulation study and a Post-hoc simulation study are designed to determine the optimum CAT algorithm for Turkish PMS mathematics assessments. In the simulation studies, both multiple-choice and open-ended items are used and different scenarios are tested regarding various starting rules, termination criterion, ability estimation methods and existence of exposure/content controls. The results of the study indicate that using Weighted Maximum Likelihood (WML) ability estimation method, easy initial item difficulty as starting rule and a fixed test reliability termination criterion (0.30 standard error as termination rule) gives the optimum CAT algorithm for Turkish PMS mathematics assessment. Additionally, item exposure and content control strategies have a positive impact on providing comparable ability estimations.
Curriculum-based assessment., Mathematical ability, Educational tests and measurements., Mathematics
http://etd.lib.metu.edu.tr/upload/12614552/index.pdf
https://hdl.handle.net/11511/21702
Graduate School of Natural and Applied Sciences, Thesis

Suggestions

Analysis of Block Recombination and Lazy Interpolation Methods and Their Applications to Saber
Aksoy, Berkin; Cenk, Murat (2022-01-01)
Since the beginning of the National Institute of Standards and Technology (NIST), The Post-Quantum Cryptog-raphy (PQC) Standardization Process, efficient implementations of lattice-based algorithms have been studied extensively. Lattice-based NIST PQC finalists use polynomial or matrix-vector multiplications on the ring with type Zq [x]/f(x). For convenient ring types, Number Theoretic Transform (NTT) can be used to perform multiplications as done in Crystals-KYBER among the finalists of the NIST PQC Standa...
INVESTIGATION AND OPTIMIZATION OF WINGLETS FOR HAWT ROTOR BLADES
Elfarra, Monier A.; Akmandor, I. Sinan; Sezer Uzol, Nilay (2011-03-25)
The main purpose of this paper is to optimize winglet geometry by using CFD with Genetic Algorithm and study its effects on power production. For validation and as a baseline rotor, the NREL Phase VI wind turbine rotor blade is used. The Reynolds-Averaged Navier-Stokes equations are solved and different turbulence models including the Spalart-Allmaras, k-epsilon Launder-Sharma, k-epsilon Yang-Shih and SST k-omega models are used and tested. The results of the power curve and the pressure distribution at dif...
Comparison of hypermedia learning and traditional instruction on knowledge acquisition and retention
Yıldırım, Zahide; Aksu, M (2001-03-01)
A comparison was made of hypermedia learning environments and traditional instruction in terms of contribution to declarative, procedural, and conditional knowledge acquisition and retention in a specific subject area through a pretest-posttest control-group design. Thirty-nine 9th-grade biology students were assigned to experimental (hypermedia learning environment) and control (traditional instruction) groups through a matched-pair technique. Both groups were given pre-, post-, and retention tests. Postte...
Analyzes of Block Recombination and Lazy Interpolation Methods and Their Applications to Saber
Aksoy, Berkin; Cenk, Murat; Department of Cryptography (2022-2-28)
Since the beginning of the National Institute of Standards and Technology (NIST), The Post-Quantum Cryptography (PQC) Standardization Process, efficient implementations of lattice-based algorithms have been studied extensively. Lattice-based NIST PQC finalists use polynomial or matrix-vector multiplications on the ring with type {Z}_{q}[x] / f(x). For convenient ring types, Number Theoretic Transform (NTT) can be used to perform multiplications as done in Crystals-KYBER among the finalists of the NIST PQC S...
Development and evaluation of a programmable simulation tool for learning physics
Tunca, Erkin; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2003)
This study developed the software named as أPhysical Worldؤ which is a virtual laboratory program focusing on Newtonian Physics, which supports two modes called the أstudying by observationؤ and أstudying by programmingؤ. In أstudying by observationؤ mode, the motion is calculated due to equations known by the computer. And in أstudying by programmingؤ mode, students write equations of motion and the computer calculates motion due to those equations. A total of six high school second grade students studied ...
Citation Formats
S. Gökçe, “Comparison of linear and adaptive versions of the Turkish pupil monitoring system (PMS) mathematics assessment,” Ph.D. - Doctoral Program, Middle East Technical University, 2012.
METU IIS - Integrated Information Service open@metu.edu.tr