KaydedilenlerDerginizi ekleyin

Dergiler / Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi / 2022 / Cilt: 13 - Sayı: 1

Investigating the Effect of Item Position on Person and Item Parameters: PISA 2015 Turkey Sample

Sinem DEMİRKOL
Hülya KELECİOĞLU
Sayfa
69–85
Yayın Tarihi
2022-10-12
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The results of the analysis show that there were undesirable effects of the item position, and these effects should be taken into account.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Different positions of items in booklets affect the probabilities of correct answers.
📊
Temel Bulgular & Veri:The analyses of this research were carried out on the PISA 2015 Turkey sample, and the item position effect was examined in the domains of reading and mathematics.
💡
Sonuç & Katkı:The results of the analysis show that there were undesirable effects of the item position, and these effects should be taken into account.
🔬Tür:Araştırma Makalesi
📍Kapsam:2015 Verileri
⚙️Değişkenler:Item position · explanatory item response theory · item format

Abstract

Different positions of items in booklets affect the probabilities of correct answers. This effect is called the item position effect in the literature, which causes variances in the item and person parameters. The aim of this study is to investigate the item position effect within the framework of explanatory item response theory. The analyses of this research were carried out on the PISA 2015 Turkey sample, and the item position effect was examined in the domains of reading and mathematics. In addition, the effect of the item position in different item formats (open response and multiple choice) was investigated. According to the results, the item position effect decreased the probability of answering the item correctly, and this effect was higher in reading than in mathematics. Furthermore, in the domain of mathematics, open response items were affected more than multiple-choice items by the item position. In the reading domain, open response and multiple choice items were affected similarly. The results of the analysis show that there were undesirable effects of the item position, and these effects should be taken into account.

🔖

Bu Makaleye Atıf Yap

DEMİRKOL, S., KELECİOĞLU, H. (2022). Investigating the Effect of Item Position on Person and Item Parameters: PISA 2015 Turkey Sample. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, Cilt: 13 - Sayı: 1, 69–85. https://ajindex.com/articles/497146

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (11)

  1. Albano, A. D. (2013). Multilevel modeling of item position effects. Journal of Educational Measurement, 50(4), 408-426. https://doi.org/10.1111/jedm.12026
  2. Albano, A. D., McConnell, S. R., Lease, E. M., & Cai, L. (2020). Contextual interference effects in early assessment: Evaluating the psychometric benefits of item interleaving. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00133
  3. Asseburg, R., & Frey, A. (2013). Too hard, too easy, or just right? The relationship between effort or boredom and ability-difficulty fit. Psychological Test and Assessment Modeling, 55(1), 92-104. https://psycnet.apa.org/record/2013-18917-006
  4. Bates, D., Maechler, M., Bokler, B., & Walker, S. (2014). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1-48. https://doi.org/10.18637/jss.v067.i01
  5. Brennan, R. L. (1992). The context of context effects. Applied Measurement in Education, 5, 225-264. https://doi.org/10.1207/s15324818ame0503_4
  6. Breslow, N. E., & Clayton, D. G. (1993). Approximate inference in generalized linear mixed models. Journal of the American Statistical Association, 88(421), 9-25. https://doi.org/10.2307/2290687
  7. Bulut, O. (2021). eirm: Explanatory item response modeling for dichotomous and polytomous item responses (R package version 0.3.0) [Computer software]. https://doi.org/10.5281/zenodo.4556285
  8. Bulut, O., Quo, O., & Gierl, M. (2017). A structural equation modeling approach for examining position effects in large‑scale assessments. Large Scale in Assessments in Education, 5(8), 1-20. https://doi.org/10.1186/s40536-017-0042-x
  9. Christiansen, A., & Janssen, R. (2020). Item position effects in listening but not in reading in the European Survey of Language Competences. Educational Assessment, Evaluation and Accountability, 33(3), 49-69. https://doi.org/10.1007/s11092-020-09335-7
  10. Cook, L. L., & Petersen, N. S. (1987). Problems related to the use of conventional and item response theory equating methods in less than optimal circumstances. Applied Psychological Measurement, 11(1), 225-244. https://doi.org/10.1177/014662168701100302
  11. De Boeck, P., & Wilson, M. (2004). Explanatory item response models: A generalized linear and nonlinear approach. Springer. De Boeck, P., Bakker, M., Zwitser, R., Nivard, M., Hofman, A., Tuerlinckx, F., & Partchev, I. (2011). The estimation of item response models with the lmer function from the lme4 package in R. Journal of Statistical Software, 39(12), 1-28. https://doi.org/10.18637/jss.v