Metin YAŞAR, Seval KARTAL, Eren Can AYBEK

Çoktan Seçmeli Testlerde Puanlama Yöntemleri: Madde Güçlüğüne Dayalı Ağırlıklandırma Öğrencilerin Test Sonuçlarını Nasıl Değiştirir?

Bu çalışmada öğretmen yapımı çoktan seçmeli 34 maddelik bir başarı testinin 431 kişilik bir gruba uygulanmıştır. Daha sonra ağırlıklandırılmamış (1 - 0) ve madde güçlüğüne göre (Qj - 0) ağırlıklandırılmış puanlara göre madde ve test istatistiklerinin, öğrencilerin dersten geçme ve kalma durumlarının karşılaştırılması amaçlanmıştır. Aynı zamanda ağırlıklandırılmış puanların 100’lük puan sistemine çevrilmesine yönelik bir öneri de sunulmuştur. Veri analizi sonucunda 1 - 0 ve Q - 0 yöntemlerine göre elde edilen McDonald’s Omega iç tutarlık katsayıları sırasıyla .725 ve .721 olarak elde edilmiştir. İki yönteme göre elde edilen öğrenci puanları arasında ise Pearson momentler çarpım korelasyon katsayısı .916 ve Spearman sıra farkları korelasyon katsayısı .926 olarak bulunmuştur. Aynı zamanda sırasıyla 50 ve 60 puana göre ölçüt dayanaklı bir değerlendirme yapıldığında, her iki yönteme göre dersten başarılı ve başarısız sayılan öğrenci sayıları belirlenmiştir. Buna göre Qj – 0 puanlama yöntemine göre daha çok öğrencinin dersten başarısız sayılacağı bulunmuş, ancak buna karşın bu yöntemin bireyler arasındaki farklılıkları daha iyi ortaya koyabileceği anlaşılmıştır.

Scoring Methods for Multiple Choice Tests: How does the Item Difficulty Weighted Scoring Change Student’s Test Results?

In the present study, it was aimed to compare students’ test scores, item and test statistics calculated based on the unweighted (1-0) and item difficulty weighted scores (Qj - 0). The study also included a proposal for converting the weighted scores into a 100-point scale system. A teacher-made 34-item multiple-choice achievement test was conducted to a group of 431 people. As a result of the data analysis, the McDonald's Omega internal consistency coefficients that were obtained according to the 1-0 and (Q_j-0) methods were obtained as .725 and .721, respectively. The Pearson’s product moment correlation coefficient was .916, and the Spearman’s rank-order correlation coefficient was .926 between student scores obtained according to the two methods. Furthermore, a criterion-based evaluation was made based on the two criteria (test scores of 50 and 60), and the numbers of the students who were successful and unsuccessful in the course were determined according to both scoring methods. Accordingly, it was found that more students would be considered unsuccessful in the course in the (Q_j-0) scoring method; however, it was understood that this method could reveal differences among individuals more than the unweighted scoring method.

Keywords:

teacher-made test, multiple choice tests, scoring methods,

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