Ayrık Seçenekli Çoktan Seçmeli Testlerin Uygulanabilirliği

Abstract

This study aims to examine the applicability of multiple-choice items with discrete options. To achieve this aim, a test consisting of 25 questions was used within the scope of the secondary school mathematics course. While 10 of the items that make up the test consist of multiple-choice items, 15 of them consist of multiple-choice items with discrete options. The research data were obtained from 725 students studying at secondary school in the second term of the 2020-2021 academic year. While 491 (68%) of the students are at the 7th grade level, 234 (32%) are at the 8th-grade level. Of the students in the study group, 391 (54%) were female students, and 334 (46%) were male students. When the findings obtained from the research were examined, it was observed that while there were great differences between the two item types, especially in high scores, in the analyzes made with classical test theory, it was observed that the estimations of students' ability levels were not affected by the question type in the analyzes made with IRT, thus reducing the errors that may occur in extreme values. Therefore, it can be said that DOMC items will not cause a great difference in the students' total scores by performing parameter estimations with IRT instead of CTT. Some of the MC items used in the study were selected as two or more questions in the DOMC item format, and the applicability of different question types in the DOMC item format was tested.