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dc.contributor.authorKalender, I.en_US
dc.contributor.authorBerberoglu, G.en_US
dc.date.accessioned2019-01-23T11:26:25Z
dc.date.available2019-01-23T11:26:25Z
dc.date.issued2017-04en_US
dc.identifier.issn1303-0485
dc.identifier.urihttp://hdl.handle.net/11693/48265
dc.description.abstractAdmission into university in Turkey is very competitive and features a number of practical problems regarding not only the test administration process itself, but also concerning the psychometric properties of test scores. Computerized adaptive testing (CAT) is seen as a possible alternative approach to solve these problems. In the first phase of the study, a series of CAT simulations based on real students’ responses to science items were conducted in order to determine which test termination rule produced more comparable results with scores made on the paper and pencil version of the test. An average of 17 items was used to terminate the CAT administration for a reasonable reliability level as opposed to the normal 45 items. Moreover, CAT based science scores not only produced similar correlations when using mathematics subtest scores as an external criterion, but also ranked the students similarly to the paper and pencil test version. In the second phase, a live CAT administration was implemented using an item bank composed of 242 items with a group of students who had previously taken the exam the paper and pencil version of the test. A correlation of .76 was found between the CAT and paper and pencil scores for this group. The results seem to support the CAT version of the subtests as a feasible alternative approach in Turkey’s university admission system.en_US
dc.language.isoEnglishen_US
dc.source.titleKuram ve Uygulamada Eğitim Bilimlerien_US
dc.source.titleEducational Sciences: Theory & Practiceen_US
dc.relation.isversionofhttp://dx.doi.org/10.12738/ estp.2017.2.0280en_US
dc.subjectComputerized adaptive testingen_US
dc.subjectItem response theoryen_US
dc.subjectUniversity admission examinationsen_US
dc.subjectValidityen_US
dc.subjectClassificationen_US
dc.titleCan computerized adaptive testing work in students’ admission to higher education programs in Turkey?en_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage573en_US
dc.citation.epage596en_US
dc.citation.volumeNumber17en_US
dc.citation.issueNumber2en_US
dc.identifier.doi10.12738/estp.2017.2.0280en_US
dc.publisherEDAMen_US


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