Sekizinci Sınıf Öğrencilerinin TIMSS 2015 Matematik Başarılarının Bilişsel Tanı Modeli ile İncelenmesi
Özet
This research was conducted with the aim of determining the learning deficits and
areas that are weak and strong in the mathematics of the eighth grade students. In
this context, it has also been examined whether there is an effect of item types on
students' response.
For this purpose, analysis studies were carried out with the DINA model from the
Cognitive Diagnostic Models (CDM). In the analysis process, two booklets were
applied TIMSS 2015 eighth grade mathematics evaluation and student data
obtained from 69 items and Q matrix showing the relation with learning areas of the
items were used. Cognitive attributes representing learning areas were determined
by three field experts by examining the eighth grade mathematics curriculum and
TIMSS 2015 assessment frameworks. After this study, Q matrices were created by
associating each item with 14 properties determined by experts.
Findings from the data indicated that the g (guess) and s (slip) parameters were low
and the δ (item discriminant) parameter was high. When the parameters values of
the items were examined, it had seen that the averages of g parameter were 0.24
and 0.19, the averages of s parameter were 0.21 and 0.20. Mean values of δ for the
tests were determined to be 0.55 and 0.60.
When the conclusions regarding the frequency of observations of attributes were
examined, it was determined that about half of the students who responded to the
tests did not have the specified attributes. When it comes to learning areas, it comes
from the "fractions and decimal representations", which are at the top of the attribute
that students had at least in the learning field, and the "algebraic expressions and
operations" attribute in the area of learning algebra. It has been determined that the
weakest attribute of the students in geometry learning is the "rotation geometry".
When the analysis results of the item type were examined, it was seen that the s
parameters obtained from the open ended items were higher. It was observed that
ix
this result was slightly increased especially in the partial scoring items In the case
of multiple choice items, the parameter g is determined to be higher. When the
findings of multiple choice and open ended items that measure the same attribute
were examined, students with an attribute in a multiple choice item had a very low
probability of false answers, whereas students with the same attribute in the open
ended item had a high probability of false answers
