Ercan ÇOBAN, R. Nükhet DEMİRTAŞLI

Test Maddelerinin Ölçtüğü Bilişsel Düzey ve Test Yönergesinin Tahminle Yanıtlama Davranışına Etkisi

Yarı deneysel bir araştırma olan bu çalışmanın amacı, test yönergesi ve test maddelerinin ölçtüğü bilişsel düzeyin tahmin davranışı üzerindeki etkisini incelemektir. Araştırmanın çalışma grubu, 2014-2015 bahar döneminde Ankara Üniversitesi Eğitim Bilimleri Fakültesinde öğrenim gören 220 öğrenciden oluşmaktadır. Çalışma grubundaki öğrencilere, bilgi, kavrama ve uygulama düzeylerini ölçen eşit sayıda madde içeren çoktan seçmeli ölçme ve değerlendirme dersi başarı testi uygulanmıştır. Test yönergesinin tahmin davranışı üzerindeki etkisini belirlemek için test dört farklı yönergeyle uygulanmıştır. Veriler; Kruskal-Wallis testi, ilişkili örneklemeler tek faktörlü varyans analizi ve Friedman testiyle analiz edilmiştir. Araştırmadan elde edilen bulgular, tahmin davranışının test yönergesi ve testteki maddelerin ölçtüğü bilişsel düzeye göre manidar olarak değiştiğini göstermiştir.

Anahtar Kelimeler:

Test yönergesi, düzeltme formülleri, bilişsel düzey, tahminle yanıtlama davranışı

The Effect of Cognitive Level Measured by Test Items and Test Instruction on Guessing Tendency

The aim of this study which is a quasi-experimental research is to investigate the effect of test instruction and cognitive level measured by test items on guessing tendency. The study group of the research consisted of 220 undergraduate students studying at different departments of Ankara University Faculty of Educational Sciences in 2014-2015 spring term. An achievement test of measurement and evaluation containing equal number of items measuring knowledge, comprehension and application levels was applied to students in the study group. The test was applied with four different instructions to determine the effect of test instruction on guessing. The data were analyzed by using Kruskal-Wallis test, repeated measure one-way analysis of variance and Friedman test. The findings showed that test instruction and cognitive level measured by test items significantly affected guessing tendency.

Keywords:

Test instruction, correction formulas, cognitive level, guessing tendency,

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