TIMSS’DE DEĞİŞEN MADDE FONKSİYONU GÖSTEREN MADDELERİN MADDE ÖZELLİKLERİ AÇISINDAN İNCELENMESİ
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In this study, it was aimed to whether relationship between the item difficulties with Differential Item Functioning (DIF) according to gender in the TIMSS 2015 mathematics test and DIF coefficients of these items or not. For this purpose, three methods (Mantel-Haenszel, SIBTEST and Raju Field Model) were used to determine the items in TIMSS 2015 mathematics test. The research group of this study consisted of Turkey working group of eighth grade students who takes first, second and fourteenth booklets in mathematics test. In the analysis, items with at least B level (medium level) DIF were discussed in three methods. One parameter logistic model (Rasch Model) for the parameter value b, indicating the item difficulties of the items determined as DIF as a result of the analyzes using methods, is used by converting item difficulties into unit standard normal values according to Classical Test Theory. According to the findings of the research, in the three booklets, ten items in the first booklet, nine items in the second booklet and twelve items in the fourteenth booklet show DMF according to gender. There are common items in different booklets and five items show DIF in more than one booklet. It is seen that the groups they work in favor of these common items are the same in different booklets in case of methods are the same. No significant relation was found between item difficulties parameters and DIF coefficients both Item Response Theory models and Classcal Test Theory models.
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