Date of Award
Quantitative Research Methods
8th Grade Math Achievement, Cognitive Diagnostic Assessment, Least Squares Distance Method, Mathematics, TIMSS 2007 Math, Turkey Turkiye
This study investigated students' responses to released TIMSS mathematics items and considered what those responses might show about participants' mastery level of cognitive areas. The least squares distance method (LSDM) was used in this cognitive diagnostic analysis. There were 4,498 8th-grade students from seven geographical regions of Turkey who took TIMSS items. In this study, using the responses of Turkish students to the released math items of TIMSS-2007, an IRT analysis was also conducted to both compare results with international item parameters A Pearson correlation between these two sets of item logit positions produced a correlation of r = .82, and this correlation represents a high degree of relationship and so overall consistency in item logit position.
Results indicated that the majority of the items can be well explained by a set of 20 attributes (mean MAD = .075; r = .68). As a result of this study, educators in Turkey should note that students have weaker knowledge in geometry, graphics, charts, figures, rule application in algebra, and data management and stronger skills with. The results of the present study can help teachers and curriculum developers ensure that the utilized educational policies and methodologies would help students to improve their cognitive mastery levels in general.
Toker, Turker, "Cognitive Diagnostic Assessment Of Timss-2007 Mathematics Achievement Items For 8th Graders In Turkey" (2010). Electronic Theses and Dissertations. 653.
Recieved from ProQuest
Educational tests & measurements, Educational psychology