A Study Based on Classic Test Theory and Many Facet Rasch Model

Gueler N., GELBAL S.

EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, cilt.10, sa.38, ss.108-125, 2010 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 10 Sayı: 38
  • Basım Tarihi: 2010
  • Dergi Adı: EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.108-125
  • Hacettepe Üniversitesi Adresli: Evet

Özet

Problem Statement: Reliability is considered the weakest ring when measuring students' achievement through open-ended questions. Despite being an important source of errors that reduce reliability in rating responses given to questions, such factors as tasks or items are other sources of error that are equally important. However, all the methods employed in computing reliability are not handled with all sources of error at the same time. The reliability of measurements conducted with open-ended questions is studied through methods based on three basic theories of measurement: namely, classical test theory, item response theory, and generalizability theory.