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Journals / International Journal of Assessment Tools in Education / 2026 / Volume: 9 Issue: Special Issue Special Issue

Identifying the presence of context and item-writing flaws in practice items: The case of Turkish mathematics textbooks

Münevver İlgün Dibek(TED UNIVERSITY, FACULTY OF EDUCATION)0000-0002-7098-0118
Zerrin Toker(TED ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0001-9660-0403
Pages
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Publication Date
2022-11-29
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results revealed that both textbooks contain several flawed items in terms of item writing rules, as well as having mainly non-contextual items.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study seeks to ascertain the degree to which context-based items are offered in Turkish mathematics textbooks as well as the quality of the items in terms of item writing guidelines, whether or not they are given as traditional or context-based.
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Key Findings & Data:A qualitative research approach is used in this study.
💡
Conclusion & Impact:The results revealed that both textbooks contain several flawed items in terms of item writing rules, as well as having mainly non-contextual items.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Context · item writing rules · mathematics textbook

Abstract

This study seeks to ascertain the degree to which context-based items are offered in Turkish mathematics textbooks as well as the quality of the items in terms of item writing guidelines, whether or not they are given as traditional or context-based. A qualitative research approach is used in this study. The eighth-grade mathematics textbook used in public schools and a textbook used in certain private school chains constitute its sample. The practice items (i.e, exercises without solutions given) included in the textbooks were analyzed by performing document analysis. The results revealed that both textbooks contain several flawed items in terms of item writing rules, as well as having mainly non-contextual items.

Özet

This study seeks to ascertain the degree to which context-based items are offered in Turkish mathematics textbooks as well as the quality of the items in terms of item writing guidelines, whether or not they are given as traditional or context-based. A qualitative research approach is used in this study. The eighth-grade mathematics textbook used in public schools and a textbook used in certain private school chains constitute its sample. The practice items (i.e, exercises without solutions given) included in the textbooks were analyzed by performing document analysis. The results revealed that both textbooks contain several flawed items in terms of item writing rules, as well as having mainly non-contextual items.

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Cite This Article

Dibek, M. İ., Toker, Z. (2022). Identifying the presence of context and item-writing flaws in practice items: The case of Turkish mathematics textbooks. International Journal of Assessment Tools in Education, Volume: 9 Issue: Special Issue Special Issue. https://doi.org/10.21449/ijate.1089472

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