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Dergiler / 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
Sayfa
1030–1061
Yayın Tarihi
2022-12-22
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

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 Maddede Bu Makale

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Amaç & Hipotez: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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Temel Bulgular & Veri: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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Sonuç & Katkı: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.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Learning power · Resilient agency · Classical Test Theory

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.

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.

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Bu Makaleye Atıf Yap

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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Kaynakça (9)

  1. Arthur, James & Crick, Ruth & Samuel, Elspeth & Wilson, Kenneth & Mcgettrick, Bart. (2006). Character Education: The Formation of Virtues and Dispositions in 16-19 Year Olds with particular reference to the religious and spiritual. West Conshohocken, PA: John Templeton Foundation. Retrieved from: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.473.7540&rep=rep1&type=pdf
  2. Broadfoot, P. (1998). Records of Achievement and the Learning Society: a tale of two discourses. Assessment in Education, 5(3), 447 477. https://doi.org/10.1080/0969595980050307
  3. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Pegem Akademi. Carr, M., & Claxton, G. (2002). Tracking the development of learning dispositions. Assessment in Education, 9 (1), pp. 9-37. https://doi.org/10.1080/09695940220119148
  4. Claxton, G. (1999). Wise Up: The Challenge of Lifelong Learning. Bloomsbury. Cohen, R.J., & Swerdlik, M.E. (2010). Psychological testing and assessment. McGrawHill Companies. Crick, R., & Bentley, J. (2020). Becoming a resilient organisation: integrating people and practice in infrastructure services. International Journal of Sustainable Engineering, 13(6), 423-440. https://doi.org/10.1080/19397038.2020.1750738
  5. Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Harcourt, New York. Cronbach, L.J. (1960). Essentials of psychological testing. Harper Collins Publishers.
  6. Deakin Crick, R. (2005). Learning Power: Dynamic Assessment for Learning. The Leader: Secondary Heads Association. Deakin Crick, R. (2006). Learning power in practice: A guide for teachers. Paul Chapman. Deakin Crick, R. (2007). Learning how to learn: the dynamic assessment of learning power. Curriculum Journal, 18(2), 135-153. https://doi.org/10.1080/09585170701445947
  7. Deakin Crick, R. (2009a). Assessment in Schools - Dispositions. In: McGaw, B., Peterson, P., & Baker, E. (eds.) The International Encyclopedia of Education (3rd Edition). Elsevier. Deakin Crick, R. (2009b). Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy. Curriculum Journal, 20(1), 73-92. https://doi.org/10.1080/09585170902764021
  8. Deakin Crick, R., Broadfoot, P., & Claxton, G. (2004). Developing an effective lifelong learning inventory: The ELLI Project. Assessment in Education, 11(3), 248-272. https://doi.org/10.1080/0969594042000304582
  9. Deakin Crick, R., & McCombs,