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Journals / International Journal of Assessment Tools in Education / 2022 / Cilt: 9 - Sayı: 4

A Comperative Adaptation of the Crick Learning for Resilient Agency (CLARA) with Classical Test Theory and Item Response Theory

Hasan Fehmi ÖZDEMİR
Ömer KUTLU
Shaofu HUANG
Ruth CRICK
Pages
1030–1061
Publication Date
2022-12-22
DOI
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AI Summary & Key Takeaways

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

It can be said that with CLARA-Tr, obtained by adapting CLARA, a valid and reliable tool has been provided to the Turkish literature to be used in future studies.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study is to adapt the Crick Learning for Resilient Agency (CLARA) to Turkish culture, and to examine the psychometric features of the Inventory according to both Classical Test Theory (CTT) and Item Response Theory (IRT).
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Key Findings & Data:Lingual equivalence applications were performed on two separate groups, one of which consisted of English Language and Literature Department students and the other consisted of English Language instructors. 1054 students participated in the validity and reliability studies from 101 different undergraduate programs at Ankara University.
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Conclusion & Impact:It can be said that with CLARA-Tr, obtained by adapting CLARA, a valid and reliable tool has been provided to the Turkish literature to be used in future studies.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Learning power · Resilient agency · Classical Test Theory

Abstract

The aim of this study is to adapt the Crick Learning for Resilient Agency (CLARA) to Turkish culture, and to examine the psychometric features of the Inventory according to both Classical Test Theory (CTT) and Item Response Theory (IRT). In this respect, it is a descriptive level survey design research. Two different study groups were formed in accordance with the purpose of the study. Lingual equivalence applications were performed on two separate groups, one of which consisted of English Language and Literature Department students and the other consisted of English Language instructors. 1054 students participated in the validity and reliability studies from 101 different undergraduate programs at Ankara University. Before testing the research questions, it was examined whether the assumptions of CTT and IRT were met. With the application data; the predicted item discrimination indices, ability levels, students’ scores forming their learning power profiles, and reliability coefficient values were found to be similar in both theories. It can be said that with CLARA-Tr, obtained by adapting CLARA, a valid and reliable tool has been provided to the Turkish literature to be used in future studies.

Özet

The aim of this study is to adapt the Crick Learning for Resilient Agency (CLARA) to Turkish culture, and to examine the psychometric features of the Inventory according to both Classical Test Theory (CTT) and Item Response Theory (IRT). In this respect, it is a descriptive level survey design research. Two different study groups were formed in accordance with the purpose of the study. Lingual equivalence applications were performed on two separate groups, one of which consisted of English Language and Literature Department students and the other consisted of English Language instructors. 1054 students participated in the validity and reliability studies from 101 different undergraduate programs at Ankara University. Before testing the research questions, it was examined whether the assumptions of CTT and IRT were met. With the application data; the predicted item discrimination indices, ability levels, students’ scores forming their learning power profiles, and reliability coefficient values were found to be similar in both theories. It can be said that with CLARA-Tr, obtained by adapting CLARA, a valid and reliable tool has been provided to the Turkish literature to be used in future studies.

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Cite This Article

ÖZDEMİR, H. F., KUTLU, Ö., HUANG, S., CRICK, R. (2022). A Comperative Adaptation of the Crick Learning for Resilient Agency (CLARA) with Classical Test Theory and Item Response Theory. International Journal of Assessment Tools in Education, Cilt: 9 - Sayı: 4, 1030–1061. https://ajindex.com/articles/866160

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References (9)

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