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    Comparison of Classical Test Theory vs. Multi-Facet Rasch Theory
    (Pegem Akad Yayincilik Egitim Danismanlik Hizmetleri Tic Ltd Sti, 2022) Polat, Murat; Turhan, Nihan S.; Toraman, Cetin
    Testing English writing skills could be multi-dimensional; thus, the study aimed to compare students' writing scores calculated according to Classical Test Theory (CTT) and Multi-Facet Rasch Model (MFRM). The research was carried out in 2019 with 100 university students studying at a foreign language preparatory class and four experienced instructors who participated in the study as raters. Data of the study were collected by using a writing rubric consisting of four components (content, organization, grammar and vocabulary). Participants' writing scores were analysed thoroughly both by CTT and MFRM. At the first step, the participants' writing scores were calculated by taking the means of the writing points given by the graders in the CTT model. Then, the MFRM was applied to the data through a three-facet design considering the rater, student and rubric components as MFRM facets respectively. Finally, ability estimates obtained and reported in the logit scale via Rasch Analysis were converted into the analytic rubric's component scores used throughout the scoring procedure. Finally, two sets of writing scores were calculated and compared according to both measurement models. Considering the findings, it was summoned that there was a positive and high correlation between the ability estimates found according to the CTT and the MFRM. However, the mean score difference calculated according to both theories was still significant. Moreover, the analyses showed that criterion validity of the writing scores obtained via the MFRM was higher than the scores obtained via the CTT.
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    Determination of 4th Class Preservice Teachers' Attitudes Towards the Teaching Profession in Faculty of Education: Sample of Muş Alparslan University
    (Çanakkale Onsekiz Mart Üniversitesi, 2014) Kesen, İsmet; Polat, Murat
    The aim of this research is to determine 4th class preservice teachers’ attitudes towards the teaching profession in faculty of education. The research consists of the teacher nominees who get education in several parts of Education Faculty of Mus Alparslan University. The data of the research is acquired with “The Scale of Attitude of Teaching Profession” developed by Üstüner (2006). The survey research method was used in this study. 234 student teachers enrolled at Mus Alparslan University during 2012-13 academic year participated in the study. The Cronbach Alpha value of the scale was found to be 0.95. SPSS was used for the analysis of the data. Means, percentage, frequency, Mann-Whitney U, Krusukal-Wallis H and Dunnett C test were used for data analysis. According to findings of the study, the average points of attitude scale are showed that there is no significant difference depending on gender while there is a positive difference for girls. Besides, it is found that there is a difference between the average points of attitude scale of preservice teachers in the department early childhood education, Turkish language and mathematics.
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    Validity and reliability evidence for the scale of distance education satisfaction of medical students based on item response theory (IRT)
    (BMC, 2022) Toraman, Cetin; Karadag, Engin; Polat, Murat
    Background The objective of this study is to reveal on the basis of the item response theory (IRT) the validity and reliability evidence for the data obtained from the scale prepared to determine the satisfaction with distance education in students studying in medical schools. Methods This is a quantitative study exploring IRT and measurement invariance evidence in developing a scale. The scale whose IRT evidence was explored was the Distance Education Satisfaction Scale (DESS). The data were obtained from 1332 medical school students who were studying at various universities. The data were analysed using the confirmatory factor analysis (CFA), multidimensional and unidimensional IRT, and measurement invariance. Results A 20-item construct with 3 sub-factors was found for DESS. This construct was unable to pass the iteration limit in the multidimensional IRT analysis. A unidimensional IRT was used assuming that the 3 sub-factors were locally independent. Conclusions The least informative items were item 23, 24 and 25 in Factor 1, item 3 in Factor 2, and items 13 and 18 in Factor 3. The most informative items of DESS were those that had adaptive, useful expressions that had meaningful content and were able to provide educator support, which are the properties emphasized in the literature with respect to satisfaction with distance education. A measurement invariance test made based on gender revealed that DESS satisfied measurement invariance by meeting the compliance indexes required for configural, metric, scalar and strict invariance as recommended in the literature. The results showed that it is possible to make comparisons on the basis of gender using DESS.