EXAMINATION OF THE ITEMS IN THE CENTRAL EXAM MATHEMATICS SUB-TEST FOR 2022 SECONDARY EDUCATION IN CONTEXT OF TARGET BEHAVIORS

Recep Gür; Mustafa Köroğlu

Makale detayları

EXAMINATION OF THE ITEMS IN THE CENTRAL EXAM MATHEMATICS SUB-TEST FOR 2022 SECONDARY EDUCATION IN CONTEXT OF TARGET BEHAVIORS

Yazarlar:

Recep Gür | Mustafa Köroğlu

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Eğitimde ve Psikolojide Ölçme Teorileri ve Uygulamaları

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 68, pp.282-302

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300660

pISSN:

2146-5983

Anahtar kelimeler:

Özet:

 It is important for the validity of the measurement results to determine to what extent the LGS Mathematics subtest, which was prepared within the scope of the eighth-grade mathematics curriculum, measures the target behaviors to be measured and how much it covers the relevant teaching field. The purpose of this research is to examine how the items in the mathematics subtest of the Central Examination for Secondary Education Institutions applied within the scope of the High School Transition System LGS 2022 are distributed according to the learning areas, sub-learning areas, target learning outcomesobjectives and weekly course load in the mathematics curriculum. As a result of the examinations made by Measurement and Evaluation experts and field experts, it was found that the questions in the 2022 LGS mathematics subtest were aimed at the objectives in the eighth-grade mathematics curriculum, in other words, there were no items in the test except for the objectives related to each learning domain and each sub-learning domain. Although few items were included, it was observed that there were no questions regarding some objectives, and the requirement to ask more questions than the subjectcritical behavior that was emphasized more in the context of the weekly course load in the eighth-grade mathematics curriculum was not complied with. Therefore, it was concluded that the 2022 LGS mathematics subtest partially represents the target objectives universe in the eighth-grade mathematics curriculum. It is expected that the findings will contribute to the Ministry of National Education for the evaluation of the eighth-grade mathematics curriculum and the LGS mathematics subtest.

 It is important for the validity of the measurement results to determine to what extent the LGS Mathematics subtest, which was prepared within the scope of the eighth-grade mathematics curriculum, measures the target behaviors to be measured and how much it covers the relevant teaching field. The purpose of this research is to examine how the items in the mathematics subtest of the Central Examination for Secondary Education Institutions applied within the scope of the High School Transition System LGS 2022 are distributed according to the learning areas, sub-learning areas, target learning outcomesobjectives and weekly course load in the mathematics curriculum. As a result of the examinations made by Measurement and Evaluation experts and field experts, it was found that the questions in the 2022 LGS mathematics subtest were aimed at the objectives in the eighth-grade mathematics curriculum, in other words, there were no items in the test except for the objectives related to each learning domain and each sub-learning domain. Although few items were included, it was observed that there were no questions regarding some objectives, and the requirement to ask more questions than the subjectcritical behavior that was emphasized more in the context of the weekly course load in the eighth-grade mathematics curriculum was not complied with. Therefore, it was concluded that the 2022 LGS mathematics subtest partially represents the target objectives universe in the eighth-grade mathematics curriculum. It is expected that the findings will contribute to the Ministry of National Education for the evaluation of the eighth-grade mathematics curriculum and the LGS mathematics subtest.

 It is important for the validity of the measurement results to determine to what extent the LGS Mathematics subtest, which was prepared within the scope of the eighth-grade mathematics curriculum, measures the target behaviors to be measured and how much it covers the relevant teaching field. The purpose of this research is to examine how the items in the mathematics subtest of the Central Examination for Secondary Education Institutions applied within the scope of the High School Transition System LGS 2022 are distributed according to the learning areas, sub-learning areas, target learning outcomesobjectives and weekly course load in the mathematics curriculum. As a result of the examinations made by Measurement and Evaluation experts and field experts, it was found that the questions in the 2022 LGS mathematics subtest were aimed at the objectives in the eighth-grade mathematics curriculum, in other words, there were no items in the test except for the objectives related to each learning domain and each sub-learning domain. Although few items were included, it was observed that there were no questions regarding some objectives, and the requirement to ask more questions than the subjectcritical behavior that was emphasized more in the context of the weekly course load in the eighth-grade mathematics curriculum was not complied with. Therefore, it was concluded that the 2022 LGS mathematics subtest partially represents the target objectives universe in the eighth-grade mathematics curriculum. It is expected that the findings will contribute to the Ministry of National Education for the evaluation of the eighth-grade mathematics curriculum and the LGS mathematics subtest.

 Sekizinci sınıf matematik öğretim programı kapsamında hazırlanan LGS Matematik alt testinin ölçülmek istenen hedef davranışları ne derecede ölçtüğü ve ilgili öğretim alanını ne kadar kapsadığının belirlenmesi, ölçme sonuçlarının geçerliği açısından önem arz etmektedir. Bu araştırmanın amacı, Liselere Geçiş Sistemi LGS 2022 kapsamında uygulanan Ortaöğretim kurumlarına ilişkin Merkezi Sınavı matematik alt testindeki maddelerin matematik öğretim programındaki öğrenme alanlarına, alt öğrenme alanlarına, hedef kazanımlara ve haftalık ders yüküne göre nasıl bir dağılım gösterdiğini incelemektir. Ölçme ve Değerlendirme uzmanları ve alan uzmanları tarafından yapılan incelemeler sonucunda, 2022 LGS matematik alt testindeki soruların, sekizinci sınıf matematik öğretim programındaki kazanımlara yönelik olduğu, bir başka ifadeyle ilgili hedef davranışlar dışında testte soru bulunmadığı, her bir öğrenme alanından ve her bir alt öğrenme alanından testte en az bir soruya yer verilse de sekizinci sınıf matematik öğretim programında üzerinde fazla durulan konu ve kritik davranışlardan daha fazla soru sorulması gerekliliğine uyulmadığı görülmüştür. Dolayısıyla 2022 LGS matematik alt testi, matematik öğretim programındaki hedef kazanımlar evrenini kısmen temsil ettiği sonucuna ulaşılmıştır. Elde edilen bulguların, matematik sekizinci öğretim programlarının ve LGS matematik alt testinin değerlendirilmesi amacıyla Milli Eğitim Bakanlığına bilgi sağlanması amacıyla katkıda bulunması beklenmektedir.

Makale detayları

EXAMINATION OF THE ITEMS IN THE CENTRAL EXAM MATHEMATICS SUB-TEST FOR 2022 SECONDARY EDUCATION IN CONTEXT OF TARGET BEHAVIORS

Yazarlar:

Recep Gür | Mustafa Köroğlu

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Eğitimde ve Psikolojide Ölçme Teorileri ve Uygulamaları

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 68, pp.282-302

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300660

pISSN:

2146-5983

High school transition system

mathematics curriculum

content validityLiselere geçiş sistemi

matematik öğretim programı

kapsam geçerliği

Sayı

Makale detayları

EXAMINATION OF THE ITEMS IN THE CENTRAL EXAM MATHEMATICS SUB-TEST FOR 2022 SECONDARY EDUCATION IN CONTEXT OF TARGET BEHAVIORS

Yazarlar: Recep Gür | Mustafa Köroğlu

Yayıncı: Burdur Mehmet Akif Ersoy University

Ana Başlıklar: Eğitimde ve Psikolojide Ölçme Teorileri ve Uygulamaları

Dergi: Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 68, pp.282-302

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001300660

pISSN: 2146-5983

High school transition system

mathematics curriculum

content validityLiselere geçiş sistemi

matematik öğretim programı

kapsam geçerliği

Sayı

Yazarlar:

Recep Gür | Mustafa Köroğlu

Yayıncı:

Burdur Mehmet Akif Ersoy University

Ana Başlıklar:

Eğitimde ve Psikolojide Ölçme Teorileri ve Uygulamaları

Dergi:

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi Issue 68, pp.282-302

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300660

pISSN:

2146-5983