The Analysis of Multiple Choice Items in Final Exam of Preparatory Students

ÖZ: Bu çalışmanın amacı 210 isteğe bağlı hazırlık öğrencisine uygulanan çoktan seçmeli final sınavlarını incelemektir. Çalışma sınavları çoktan seçmeli soruların üç niteliği yani madde kolaylığı, madde ayırıcılığı ve çeldirici yeteneği açısından incelemeyi amaçlamaktadır. Türk alanyazında çoktan seçmeli testlerle ilgili birçok çalışma bulunmasına rağmen çoktan seçmeli soruları madde analizi bakımından inceleyen çok az çalışma bulunmaktadır. Bu yüzden bu çalışma iki çoktan seçmeli sınavı madde analizi açısından inceleyerek alanyazına katkıda bulunacaktır. Bu çalışmada nicel araştırma yöntemi kullanılmıştır ve verileri analiz etmek için tek örneklem t-testi ve sıklık analizi kullanılmıştır. Sonuçlar göstermektedir ki, sınavlardaki soruların çoğu öğrenciler için orta zorluk derecesine sahiptir. Ancak, soruların hemen hepsi çok düşük madde ayırıcılığı değerine sahiptir ve bazı soruların ayırıcılık değerinin negatif olduğu bulunmuştur. Ayrıca, sonuçlar sınavlardaki soruların üçte birinde en az bir tane işlevsiz çeldirici olduğunu göstermektedir. Çalışmanın sonunda, soruları daha etkili hale getirmek için öğretmenler ve soru geliştirenler için bazı yönergeler sunulmuştur. Anahtar sözcükler: madde analizi, madde kolaylığı, madde ayırıcılığı, çeldirici yeteneği

Anahtar Kelimeler:

madde kolaylığı, madde ayırıcılığı, çeldirci yeteneği

The Analysis of Multiple Choice Items in Final Exam of Preparatory Students

ABSTRACT: The aim of this study is to examine the multiple choice final exams administered to the 210 non-compulsory preparatory school students. The study aims to analyze the exams in terms of three characteristics: item facility, item discrimination and distractor efficiency. The study had quantitative research design and the data were analyzed through Paired Samples T-Test and frequency analysis .The results of the study revealed that most items in final exams had moderate difficulty levels for the students. However, almost all items in the exams had low discrimination indices and some items had negative discrimination values. Furthermore, the results show that one third of the items in the exams had at least one non-functional distractor. At the end of the study, some guidelines were presented for teachers and test developers to make the items more functional. Keywords: item analysis, item facility, item discrimination, distractor efficiency

Keywords:

item facility, item discrimination, distractor efficiency,

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