Table Of ContentCurrent Studies in Educational
Measurement and Evaluation
Editors
Prof. Dr. Salih ÇEPNİ
Assoc. Prof. Dr. Yılmaz KARA
Paradigma Akademi – August 2019
Current Studies in Educational Measurement and Evaluation
Editörler: Salih ÇEPNİ, Yılmaz KARA
ISBN: 978-605- 7691-06-4
Sertifika No: 32427
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Paradigma Akademi – Ağustos 2019
Current Studies in Educational Measurement and Evaluation
Editors: Salih ÇEPNİ, Yılmaz KARA
ISBN: 978-605-7 691-06-4
Certificate Number: 32427
Printing House Certificate Number: 43370
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Paradigma Akademi – August 2019
Current Studies in Educational
Measurement and Evaluation
Editors
Prof. Dr. Salih ÇEPNİ
Assoc. Prof. Dr. Yılmaz KARA
Paradigma Akademi – August 2019
Preface
In its most general definition, education is a system that makes the individual
useful for society. Like every system, education needs to be considered in a
multifaceted way. The outputs of training processes are individuals who grow
and develop in the processes. The individuals need to be evaluated in the care of
society. Considering the long-time efficiency of the education, the process needs
to be evaluated in terms of functioning. For this reason, countries make
continuous evaluations in order to determine the needs of the society and whether
the education systems respond to the needs. Although educational expectations
vary according to the needs and targets of societies, there is an increasing need to
make comparisons among countries’ education systems and to meet common
expectations of nations to necessitate the comparative evaluation. International
organizations make international evaluations to meet this need. On the other
hand, the approaches are applied to education originating from various
educational philosophies to meet the changing needs of the society. These
applications make it necessary to evaluate the effectiveness of new educational
practices. Individuals should be well educated in order to be able to reflect to their
skills and to be useful in the society in the best possible way. Being useful for the
society is possible when the students choose the right school and profession.
There is a need for assessments of the students' attitudes, interests and
communication skills as well as their content knowledge in order to guide them
to the right schools that will enable them to achieve their goals. The high level of
knowledge and skills expected to be acquired from the individual during the
education process required the emergence of different fields of education. The
measurement of the specific knowledge and skills of the area necessitates the
recruitment of the appropriate evaluation process which is specific to the
knowledge domain.
The need for multidimensional evaluation of the complexity of educational
processes and the function of the system have attracted the attention of many
researchers. Educational assessment, measurement and evaluation have become
so serious issue to shape and guide the educational policy. The success-oriented
educational evaluations, that determine the student's career, lead to educational
understanding that can be phrased as “education for exam”. Individuals were
asked to shape their lives by marking the bubbles on a test paper. But, the studies
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in the field of education reveal that an individual is multi-faceted, and the right
interests, attitudes and insights should be developed, and evaluations should be
made on them.
Current studies in the field of educational evaluation tried to be compiled in
this book. The book specifically focusses on educational evaluation theories,
evaluation of educational implementations, field-specific evaluation approaches
and educational assessment examples.
Prof. Dr. Salih ÇEPNİ
Assoc. Prof. Dr. Yılmaz KARA
Editors
vi
Content
PREFACE ........................................................................................ V
Part I
Problem Solving in Education
Chapter 1
Problem Solving Procedure in terms of Cognitive Theories
Salih ÇEPNİ & Yılmaz KARA
Introduction ............................................................................................ 1
Cognitive Theories for Learning and Problem Solving ............................ 1
Human Cognitive Architecture ................................................................ 3
Cognitive Load Theory ......................................................................... 11
Cognitive Processes in Problem Solving ................................................ 16
Conclusion ............................................................................................ 19
Chapter 2
Improving Item Validity through Modification in Terms of Test
Accessibility
Yılmaz KARA
Introduction .......................................................................................... 25
Conceptual Understanding of Test Accessibility .................................... 26
Test Accessibility Model ....................................................................... 27
Item Modifications for Accessible Test Items: Theory to Practice .......... 31
Conclusion ............................................................................................ 36
Chapter 3
Traditional Measurement and Evaluation Tools in Mathematics
Education
Cemalettin YILDIZ
Introduction .......................................................................................... 41
Verbal Exams ....................................................................................... 43
Long-answer Written Exams ................................................................. 46
Short-Answer Written Examinations ..................................................... 50
True-False Tests.................................................................................... 53
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Multiple Choice Tests ........................................................................... 56
Conclusion ............................................................................................ 61
Chapter 4
Reliability and Validity
Mustafa YADIGAROĞLU &
Gökhan DEMIRCIOĞLU
Introduction .......................................................................................... 67
Reliability ............................................................................................. 67
Error in Measurement ........................................................................... 68
Theorty of Measurement ....................................................................... 70
Standard Error of Measurement............................................................. 71
Methods of Reliability Estimate ............................................................ 72
The Factors That Affecting Reliability .................................................. 78
Validity................................................................................................. 80
Relationship Between Reliability and Validity ...................................... 85
Chapter 5
Features and Characteristics of Large-Scale Science Examinations: PISA,
TIMMS, LGS, YKS
Ümmühan ORMANCI
Introduction .......................................................................................... 89
Programme for International Student Assessment (PISA) ...................... 89
Trends in International Mathematics and Science Study (TIMSS) ......... 94
National Examinations in Turkey (LGS and YKS) ................................ 98
Part II
Summative Evaluation
Chapter 6
Portfolıo Assessment
Mine KIR
Introduction ........................................................................................ 115
What is Portfolio? ............................................................................... 116
General Characteristics of Portfolios ................................................... 117
viii
Types of Portfolio ............................................................................... 118
Necessary Contents within the Developmental and Learning Portfolio. 119
Important Points to Consider in Creating a Portfolio ............................ 120
Reflective Writing ............................................................................... 121
Application Steps of Portfolio ............................................................. 123
The Evaluation of Portfolios................................................................ 127
Limitations of a Portfolio .................................................................... 130
Electronic Portfolios ........................................................................... 131
Conclusion .......................................................................................... 132
Chapter 7
Project Assignments and Its Evaluation: Sample Presentation and
Implementation
Ufuk TÖMAN
Introduction ........................................................................................ 137
Project Assignments ............................................................................ 138
Steps of Project Implementation .......................................................... 138
The Characteristics of the Project ........................................................ 139
Types of Projects ................................................................................ 140
Benefits of Project Assignments .......................................................... 140
Limitations of The Project Assignments .............................................. 141
Project Samples (Samples of Presentation and Implementation) .......... 142
Project Evaluation ............................................................................... 144
Chapter 8
Using Many-Facet Rasch Measurement Model in Rater-Mediated
Performance Assessments
Beyza Aksu Dünya
Introduction ........................................................................................ 149
Conceptual Explanation of Rasch Measurement Model and Many Facet
Rasch Model (MFRM) .................................................................. 150
Conclusion .......................................................................................... 157
ix
Part III
Formative Evaluation
Chapter 9
Measuring and Assessing 21st Century Competencies in Science
Education
İsa DEVECİ
Introduction ........................................................................................ 163
21st Century Competencies .................................................................. 163
Measurement and Assessment ............................................................. 170
The Measurement and Assessment of Skills ........................................ 172
Measurement and Assessment of Literacies ......................................... 177
Conclusion .......................................................................................... 181
Chapter 10
The Use of Concept Maps and Concept Cartoons as an Assessment Tool in
Teaching and Learning Mathematics
Burçin GÖKKURT ÖZDEMİR
Introduction ........................................................................................ 191
Concept Cartoons and Concept Maps as a Formative Assessment Tool in
Mathematics Classrooms............................................................... 192
Conclusion .......................................................................................... 201
Chapter 11
Web 2.0 Applications Can Be Used in Assesment and Evaluation
Seyhan ERYILMAZ, İlknur REİSOĞLU
Introduction ........................................................................................ 209
Interactive Video Lesson Applications ................................................ 210
Applications that Develop Assessment and Evaluation Tools .............. 237
Conclusion .......................................................................................... 252
Chapter 12
How to Create and Use Rubrics?
Buket Özüm BÜLBÜL
Introduction ........................................................................................ 257
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