Yazar "Yilmaz Kogar, Esin" seçeneğine göre listele

Listeleniyor 1 - 4 / 4
  • Küçük Resim Yok
    Öğe
    Comparison of Testlet Effect on Parameter Estimates Using Different Item Response Theory Models
    (Assoc Measurement & Evaluation Education & Psychology, 2021) Yilmaz Kogar, Esin
    In this study, the testlet effect was calculated for each testlet in the PISA 2018 reading literacy test, and it was examined whether this effect caused a difference in item and ability parameters. The data set was analyzed with a two-parameter logistic item response theory model and a two-parameter logistic testlet model. The results show that variances of testlet effects range from.100 to .432. When the item and ability parameter estimation results of the models were compared, it was determined that the item and ability parameters estimated from the two approaches were highly correlated with each other. It can be said that the item slope and item intercept parameters estimated from different models remained unaffected. However, when the local dependency assumption is not met, it was observed that the standard error values of the two-parameter model for the ability parameter were underestimated. The implications for the analysis and evaluation of the tests based on testlet are discussed. In conclusion, in this study, it was concluded that the testlet effect caused a difference in parameter estimates, but the local dependence among the items was negligible because of the small testlet effects.
  • Küçük Resim Yok
    Öğe
    Examining the Factor Structure of the Anxiety Sensitivity Index-3 in a Turkish Sample: The Factor Structure of the Anxiety Sensitivity Index-3
    (Sage Publications Inc, 2022) Yilmaz Kogar, Esin
    The purpose of the current study was to investigate the factor structure of the Anxiety Sensitivity Index-3 (ASI-3) in a Turkey sample and to determine measurement invariance of the ASI-3 across gender and age groups. Confirmatory factor analysis was performed on four different models to determine the best fit model for the structure. After the best structure was determined, different models were tested for measurement invariance across gender and age groups. To determine the reliability of the ASI-3, the hierarchical omega coefficient and correlations between the scores obtained from different scales for convergent validity were calculated. It has been determined that the bifactor model is the model that best fits the data, and this model shows invariance across gender and age groups. Besides, evidence regarding the reliability and convergent validity of the ASI-3 was also provided in the study. Current findings show that anxiety sensitivity consists of a general factor (anxiety sensitivity) and three independent specific factors (physical, cognitive, and social concerns). It was concluded that the general factor of anxiety sensitivity constitutes a dominant factor and special factors have a relatively low effect on explaining the structure. Considering the dominance of the general factor, it is recommended to use the ASI-3 total score as a measure of general anxiety sensitivity.
  • Küçük Resim Yok
    Öğe
    Suggestions for Designing Multiple Choice Items for High-Order Thinking Skills with Examples from the Healthcare Field
    (Ataturk Univ, 2022) Yilmaz Kogar, Esin
    The purpose of this study is to show points that should be considered when preparing multiple-choice items that can measure high-level thinking skills and to draw attention to the fact that the higher thinking skills can be measured with multiple-choice items. From classroom evaluations to large-scale tests, it is very important to configure multiple-choice items which is an indisputable fact that many parts of the training area occupy a big place, to address higher-level skills. Nevertheless, despite the widespread use of such items, it is still difficult for teachers, educators, and test developers to write multiple-choice items that can measure quality and high-level skills. In the study, the techniques proposed in the literature for writing multiple-choice items that can measure high-level skills are given and a series of practical suggestions are presented. It has been concluded that the multiple-choice items can measure higher level thinking skills with the mentioned techniques. It is thought that this study, which is formed by introducing and compiling these techniques, can benefit both students and test developers in various contexts.
  • Küçük Resim Yok
    Öğe
    Using a bifactor exploratory structural equation modeling framework to examine the factor structure of the Depression Anxiety and Stress Scales-21
    (Springer, 2023) Yilmaz Kogar, Esin; Kogar, Hakan
    This study proposed an improved representation of the DASS-21 factor structure developed by Lovibond and Lovibond in Behaviour Research and Therapy, 33, 335-342 (1995) using bifactor exploratory structural equation modeling (bifactor ESEM). This research was conducted by reference to 521 Turkish adults (45.3% females; M-age = 27.86, SD = 8.23). The bifactor ESEM findings indicated a strong general factor of negative affect underlying responses to all DASS-21 items but also that despite the presence of three specific factors (depression, anxiety, and stress), the depression subscale explained a high degree of variance and could be considered to constitute a specific factor. The results obtained from this study show that there is a common factor associated with DASS-21 scales, the total score of DASS-21 can be identified as a measure of general negative affect, and the bifactor ESEM structure of DASS-21 ensures measurement invariance across genders.