Progressive tests (PT) measure student growth over time in an informal setting, while achievement tests (AT) measure performance at a single point, such as with a final exam, in a more formal setting. PT focus on individual student progress and do not label students, while AT provide general judgments and can label students. PT are administered during a course to help teachers assist students, while AT are given at the end of a course to select students. Success is measured over a period of time with PT but at a single point with AT.
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
This document discusses different types of validity in testing:
1. Content validity refers to how well a test measures the specific construct it aims to assess. A test needs to be related to the relevant class content.
2. Criterion-related validity is the degree of agreement between a test and an independent, reliable standard. There are two types: concurrent and predictive validity.
3. Construct validity provides evidence that test items measure the intended underlying abilities. Think-aloud and retrospection methods can provide evidence of construct validity.
Validity in scoring and face validity are also discussed. To improve validity, test specifications and a representative sample of content should be used, and scoring should directly relate to what
Reliability refers to the consistency and repeatability of measurements or test results. There are several types of reliability: test-retest, parallel forms, split-half, and internal consistency. Factors that can affect reliability include test length and homogeneity, item difficulty and discrimination, instructions, selection of items, and environmental conditions during testing. Reliability is important and can be improved by creating clear measurement directions and expanding the sample of test items.
This document discusses validity, reliability, and washback in language testing. Validity refers to a test measuring what it intends to measure, which includes content validity (testing relevant skills and concepts) and criterion-related validity (how test results agree with other assessment results). Reliability means a test is repeatable, which can be measured through reliability coefficients. Washback refers to how a test influences teaching and learning, with the goal of achieving positive washback that encourages effective preparation. Ensuring validity, reliability, and beneficial washback requires careful test construction and use of techniques like setting test specifications, direct testing of objectives, and providing clear scoring criteria.
Validity refers to a test accurately measuring what it intends to. Content validity means a test samples relevant skills, while criterion-related validity compares test scores to external criteria. Reliability means a test gives consistent results. Key factors for reliability include multiple test items, clear instructions, uniform administration conditions, and scorer reliability through objective scoring and scorer training. While reliability ensures consistent results, a test may be reliable without being valid if it does not accurately measure the target construct. Both validity and reliability are important for effective test design and interpretation.
Progressive tests (PT) measure student growth over time in an informal setting, while achievement tests (AT) measure performance at a single point, such as with a final exam, in a more formal setting. PT focus on individual student progress and do not label students, while AT provide general judgments and can label students. PT are administered during a course to help teachers assist students, while AT are given at the end of a course to select students. Success is measured over a period of time with PT but at a single point with AT.
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
This document discusses different types of validity in testing:
1. Content validity refers to how well a test measures the specific construct it aims to assess. A test needs to be related to the relevant class content.
2. Criterion-related validity is the degree of agreement between a test and an independent, reliable standard. There are two types: concurrent and predictive validity.
3. Construct validity provides evidence that test items measure the intended underlying abilities. Think-aloud and retrospection methods can provide evidence of construct validity.
Validity in scoring and face validity are also discussed. To improve validity, test specifications and a representative sample of content should be used, and scoring should directly relate to what
Reliability refers to the consistency and repeatability of measurements or test results. There are several types of reliability: test-retest, parallel forms, split-half, and internal consistency. Factors that can affect reliability include test length and homogeneity, item difficulty and discrimination, instructions, selection of items, and environmental conditions during testing. Reliability is important and can be improved by creating clear measurement directions and expanding the sample of test items.
This document discusses validity, reliability, and washback in language testing. Validity refers to a test measuring what it intends to measure, which includes content validity (testing relevant skills and concepts) and criterion-related validity (how test results agree with other assessment results). Reliability means a test is repeatable, which can be measured through reliability coefficients. Washback refers to how a test influences teaching and learning, with the goal of achieving positive washback that encourages effective preparation. Ensuring validity, reliability, and beneficial washback requires careful test construction and use of techniques like setting test specifications, direct testing of objectives, and providing clear scoring criteria.
Validity refers to a test accurately measuring what it intends to. Content validity means a test samples relevant skills, while criterion-related validity compares test scores to external criteria. Reliability means a test gives consistent results. Key factors for reliability include multiple test items, clear instructions, uniform administration conditions, and scorer reliability through objective scoring and scorer training. While reliability ensures consistent results, a test may be reliable without being valid if it does not accurately measure the target construct. Both validity and reliability are important for effective test design and interpretation.
There are several types of language tests that serve different purposes: proficiency tests measure overall language ability, diagnostic tests identify specific strengths and weaknesses, placement tests determine what level is appropriate, achievement tests are limited to material covered in a particular course, and aptitude tests predict future success in learning a foreign language before instruction begins. Each type of test has a distinct goal to help evaluate, diagnose, or place students in a way that benefits their language education.
This document discusses concepts and procedures for language assessment, including principles of validity, reliability, practicality, authenticity, and washback. It provides examples of valid and invalid test items and shows results from Tests A and B to illustrate reliability. Practicality is exemplified by a test that is too long. Authentic tasks are given, such as answering comprehension questions after reading, while memorizing a list is not authentic. The effects of test design on teaching, learning, and institutions are considered. Speaking assessment criteria and a sample rubric are provided.
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
The way plays are written is a special style of writing called dramatic structure.
This style is different from the way a short story, novel, or poem is written.
In a play, the talk, or conversation between two or more characters is called dialogue.
Dialogue is not set in quotation marks. Instead, the character’s name appears before the spoken part.
Plays are made up entirely of dialogue and stage directions, additional information provided by the playwright or author.
The document discusses principles for assessing children's language learning. It recommends that assessment should be learning-centered and support the learning process. Assessment is more than just testing and should be interactive rather than isolated. Both children and parents need to understand the purpose of assessment. The document also outlines key concepts in assessment including formative and summative assessment, and discusses techniques for assessing young learners such as role-plays, presentations, and portfolios. It stresses the importance of providing helpful feedback to learners.
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
Language testing and evaluation validity and reliability.Vadher Ankita
This document discusses validity and reliability in language testing. It defines different types of validity including content validity, construct validity, criterion validity (concurrent and predictive validity), and face validity. It also explains how to judge the validity of a test and ensures it measures what it intends to measure. The document also defines different types of reliability such as equivalency, stability, internal, inter-rater, and intra-rater reliability. It provides examples of how each type is measured to ensure consistency in testing.
APA Literature Review Example by Purdue Online Writing LabJonathan Underwood
1) The literature review examines five studies that investigate the relationship between attachment and adolescent depression. The studies find that insecurely attached adolescents (ambivalent or avoidant) generally display higher levels of depression symptoms and behaviors than securely attached adolescents.
2) Limitations across the studies include small sample sizes focused only on females, reliance only on self-reported measures, and lack of longitudinal designs.
3) Future research should utilize larger, more diverse samples and longitudinal designs to better understand how attachment styles influence psychological well-being over time. Involving parents and other individuals close to participants could also improve validity.
This document discusses the concepts of reliability and validity in measurement. Reliability refers to the consistency of a measurement and is assessed through stability and equivalence. Stability looks at consistency over repeated measurements using test-retest reliability and parallel forms. Equivalence examines consistency between two equivalent test forms using split-half reliability. Validity refers to how accurately an instrument measures a construct and is assessed through predictive validity, concurrent validity, and content validity.
1. Therapists at a mental health clinic administer a depression inventory to clients before and after therapy sessions to evaluate therapy effectiveness. However, about 1/3 of clients do not complete the post-therapy inventory, introducing potential bias.
2. A child welfare agency director compares time to permanency (e.g. reunification, adoption) for families who received family preservation services versus foster care. However, the groups were not randomly assigned and may differ in important ways, threatening validity.
3. A researcher randomly assigns parents of autistic children to a behavior management course or control group. Both groups complete a post-test stress measure to evaluate the course's impact while controlling for threats to internal validity.
This document provides an overview of dynamic assessment. It discusses how dynamic assessment focuses on measuring the learning process with assistance, unlike static assessment which focuses only on the final product. It outlines Vygotsky and Feuerstein's theories of the zone of proximal development and mediated learning. Approaches like the interventionist and interactionist models are described, as are formats like the sandwich and cake methods. The document discusses strengths like gaining insight into a learner's abilities, and weaknesses like challenges in scaling. It provides examples of dynamic assessment applied to writing skills.
Standardization and norming involve administering psychological tests to representative samples to establish norms. Norms provide a framework to interpret individual test scores. There are different types of norms including percentiles, age/grade norms, and national/local norms. The normative sample used to develop norms should be large, representative of the target population, and clearly defined. Norm-referenced tests interpret scores based on an individual's performance relative to the normative sample, while criterion-referenced tests evaluate performance against a set standard or criteria. Proper norming and understanding of different norm types is important for accurately interpreting psychological test results.
This document provides information about English proficiency tests and the process of constructing and standardizing such tests. It discusses two common proficiency tests, IELTS and TOEFL, outlining their testing components and procedures. Key aspects of test construction addressed include defining objectives, developing and reviewing test items, pretesting items, and ensuring questions are unbiased. The document also outlines the steps in standardizing tests, such as assembling the test, statistical analysis of items, and reliability reviews. Item analysis is described as a method to evaluate how well individual test questions are performing.
Dr. Eman M. Mortada discusses threats to validity in experimental designs, including internal validity threats such as history, maturation, testing, instrumentation, and mortality. External validity threats include reactive arrangements like the Hawthorne effect and experimenter effects such as the halo effect. Control validity threats involve factors that could influence the dependent variable other than the independent variable, such as selection bias, statistical regression, and diffusion of treatment. Randomization, control groups, and blinding techniques can help address threats to validity. True experiments have higher internal but lower external validity compared to quasi-experimental designs.
The document discusses test usefulness and proposes a model with six qualities that contribute to a test's usefulness: reliability, construct validity, authenticity, interactiveness, impact, and practicality. It defines each quality and provides examples to illustrate how the qualities of authenticity and interactiveness can vary in different testing situations. The overall usefulness of a test is maximized when an appropriate balance is achieved among all six qualities for the specific testing purpose, test takers, and language domain being assessed.
RELIABILITY IN LANGUAGE TESTING-TITIN'S GROUPTitin Rohayati
This document discusses test reliability and the various methods used to measure reliability, including test-retest, parallel forms, split-half, and internal consistency. It provides details on each method and explains that reliability is a measure of how consistent the results are under consistent conditions. The goal of estimating reliability is to determine how much variability in scores is due to errors and how much is due to true differences in the people taking the test. Factors like the performance of candidates, reliability of scoring, number of items, characteristics of test-takers, and time between tests can all impact reliability.
These introductory statistics slides will give you a basic understanding of statistics, types of statistics, variable and its types, the levels of measurements, data collection techniques, and types of sampling.
There are several types of language tests that serve different purposes: proficiency tests measure overall language ability, diagnostic tests identify specific strengths and weaknesses, placement tests determine what level is appropriate, achievement tests are limited to material covered in a particular course, and aptitude tests predict future success in learning a foreign language before instruction begins. Each type of test has a distinct goal to help evaluate, diagnose, or place students in a way that benefits their language education.
This document discusses concepts and procedures for language assessment, including principles of validity, reliability, practicality, authenticity, and washback. It provides examples of valid and invalid test items and shows results from Tests A and B to illustrate reliability. Practicality is exemplified by a test that is too long. Authentic tasks are given, such as answering comprehension questions after reading, while memorizing a list is not authentic. The effects of test design on teaching, learning, and institutions are considered. Speaking assessment criteria and a sample rubric are provided.
This document provides an outline for a course on testing for language teachers. It covers various topics related to language testing including the purposes of different types of tests, approaches to testing, ensuring validity and reliability, and achieving beneficial backwash effects. The key points covered are the types of tests (proficiency, achievement, diagnostic, placement), approaches to testing (direct vs indirect, discrete point vs integrative), factors of validity and reliability, and how to design tests that motivate effective teaching practices.
This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
The way plays are written is a special style of writing called dramatic structure.
This style is different from the way a short story, novel, or poem is written.
In a play, the talk, or conversation between two or more characters is called dialogue.
Dialogue is not set in quotation marks. Instead, the character’s name appears before the spoken part.
Plays are made up entirely of dialogue and stage directions, additional information provided by the playwright or author.
The document discusses principles for assessing children's language learning. It recommends that assessment should be learning-centered and support the learning process. Assessment is more than just testing and should be interactive rather than isolated. Both children and parents need to understand the purpose of assessment. The document also outlines key concepts in assessment including formative and summative assessment, and discusses techniques for assessing young learners such as role-plays, presentations, and portfolios. It stresses the importance of providing helpful feedback to learners.
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
Language testing and evaluation validity and reliability.Vadher Ankita
This document discusses validity and reliability in language testing. It defines different types of validity including content validity, construct validity, criterion validity (concurrent and predictive validity), and face validity. It also explains how to judge the validity of a test and ensures it measures what it intends to measure. The document also defines different types of reliability such as equivalency, stability, internal, inter-rater, and intra-rater reliability. It provides examples of how each type is measured to ensure consistency in testing.
APA Literature Review Example by Purdue Online Writing LabJonathan Underwood
1) The literature review examines five studies that investigate the relationship between attachment and adolescent depression. The studies find that insecurely attached adolescents (ambivalent or avoidant) generally display higher levels of depression symptoms and behaviors than securely attached adolescents.
2) Limitations across the studies include small sample sizes focused only on females, reliance only on self-reported measures, and lack of longitudinal designs.
3) Future research should utilize larger, more diverse samples and longitudinal designs to better understand how attachment styles influence psychological well-being over time. Involving parents and other individuals close to participants could also improve validity.
This document discusses the concepts of reliability and validity in measurement. Reliability refers to the consistency of a measurement and is assessed through stability and equivalence. Stability looks at consistency over repeated measurements using test-retest reliability and parallel forms. Equivalence examines consistency between two equivalent test forms using split-half reliability. Validity refers to how accurately an instrument measures a construct and is assessed through predictive validity, concurrent validity, and content validity.
1. Therapists at a mental health clinic administer a depression inventory to clients before and after therapy sessions to evaluate therapy effectiveness. However, about 1/3 of clients do not complete the post-therapy inventory, introducing potential bias.
2. A child welfare agency director compares time to permanency (e.g. reunification, adoption) for families who received family preservation services versus foster care. However, the groups were not randomly assigned and may differ in important ways, threatening validity.
3. A researcher randomly assigns parents of autistic children to a behavior management course or control group. Both groups complete a post-test stress measure to evaluate the course's impact while controlling for threats to internal validity.
This document provides an overview of dynamic assessment. It discusses how dynamic assessment focuses on measuring the learning process with assistance, unlike static assessment which focuses only on the final product. It outlines Vygotsky and Feuerstein's theories of the zone of proximal development and mediated learning. Approaches like the interventionist and interactionist models are described, as are formats like the sandwich and cake methods. The document discusses strengths like gaining insight into a learner's abilities, and weaknesses like challenges in scaling. It provides examples of dynamic assessment applied to writing skills.
Standardization and norming involve administering psychological tests to representative samples to establish norms. Norms provide a framework to interpret individual test scores. There are different types of norms including percentiles, age/grade norms, and national/local norms. The normative sample used to develop norms should be large, representative of the target population, and clearly defined. Norm-referenced tests interpret scores based on an individual's performance relative to the normative sample, while criterion-referenced tests evaluate performance against a set standard or criteria. Proper norming and understanding of different norm types is important for accurately interpreting psychological test results.
This document provides information about English proficiency tests and the process of constructing and standardizing such tests. It discusses two common proficiency tests, IELTS and TOEFL, outlining their testing components and procedures. Key aspects of test construction addressed include defining objectives, developing and reviewing test items, pretesting items, and ensuring questions are unbiased. The document also outlines the steps in standardizing tests, such as assembling the test, statistical analysis of items, and reliability reviews. Item analysis is described as a method to evaluate how well individual test questions are performing.
Dr. Eman M. Mortada discusses threats to validity in experimental designs, including internal validity threats such as history, maturation, testing, instrumentation, and mortality. External validity threats include reactive arrangements like the Hawthorne effect and experimenter effects such as the halo effect. Control validity threats involve factors that could influence the dependent variable other than the independent variable, such as selection bias, statistical regression, and diffusion of treatment. Randomization, control groups, and blinding techniques can help address threats to validity. True experiments have higher internal but lower external validity compared to quasi-experimental designs.
The document discusses test usefulness and proposes a model with six qualities that contribute to a test's usefulness: reliability, construct validity, authenticity, interactiveness, impact, and practicality. It defines each quality and provides examples to illustrate how the qualities of authenticity and interactiveness can vary in different testing situations. The overall usefulness of a test is maximized when an appropriate balance is achieved among all six qualities for the specific testing purpose, test takers, and language domain being assessed.
RELIABILITY IN LANGUAGE TESTING-TITIN'S GROUPTitin Rohayati
This document discusses test reliability and the various methods used to measure reliability, including test-retest, parallel forms, split-half, and internal consistency. It provides details on each method and explains that reliability is a measure of how consistent the results are under consistent conditions. The goal of estimating reliability is to determine how much variability in scores is due to errors and how much is due to true differences in the people taking the test. Factors like the performance of candidates, reliability of scoring, number of items, characteristics of test-takers, and time between tests can all impact reliability.
These introductory statistics slides will give you a basic understanding of statistics, types of statistics, variable and its types, the levels of measurements, data collection techniques, and types of sampling.
Biostatistik digunakan untuk menggambarkan masalah kesehatan, memantau program kesehatan, mendiagnosis masalah, dan perencanaan program. Biostatistik membantu penelitian dengan menghitung sampel yang representatif, mengumpulkan data secara akurat, mengolah dan menganalisis data sesuai kasus, serta menyajikan data secara komunikatif.
Cognitive therapies/treatments focus on modifying irrational or maladaptive thinking patterns. Cognitive behavioral therapy (CBT) aims to challenge irrational thoughts and replace them with more rational beliefs. CBT is based on the ABC model where activating events lead to consequences through beliefs. Therapies focus on designing a new, more realistic belief system by confronting irrational beliefs and giving homework to change thoughts and behaviors. While CBT has been shown to effectively treat some disorders, it is not a one-size-fits-all approach and does not consider biological factors that may also contribute to certain disorders.
This document provides an overview of key concepts in statistics including:
- Descriptive statistics such as frequency distributions which organize and summarize data
- Inferential statistics which make estimates or predictions about populations based on samples
- Types of variables including quantitative, qualitative, discrete and continuous
- Levels of measurement including nominal, ordinal, interval and ratio
- Common measures of central tendency (mean, median, mode) and dispersion (range, standard deviation)
NİTEL ARAŞTIRMA YÖNTEMLERİNDE ÖRNEKLEM SEÇİMİ- Amaçlı örnekleme yöntemlerinden ; tipik, maksimum çeşitlilik, kolay ulaşılabilir durum örneklemesi, vb. örnekleme yöntemlerinin açıklandığı bu sunu yüksek lisans tez ödevi olarak hazırlanmıştır.
A description of the rise of Turkish Nationalism, tanzimat reforms, the CUP and Kemalism. Ends with a comparison to China during their revolutionary period.
Stata Uygulamalı Panel Eşbütünleşme Testleri ve Model Tahminiyigitcanozmeral
Model seçimi için uygulanan testler sonucunda veriye sabit etkiler modelin uygun olduğu görülmüş, heteroskedasite, otokorelasyon ve birimler arası korelasyonun varlığı sınanmıştır. Birimler arası korelasyonun varlığından dolayı, serinin durağanlığı ikinci kuşak panel birim kök testleriyle incelenmiştir. Birimler arası korelasyonun varlığından dolayı, değişkenler arasında uzun dönemde bir denge ilişkisinin olup olmadığı ikinci kuşak panel eşbütünleşme testleriyle incelenmiştir. Homojenlik testi sonucunda bu testlerden heterojen olanlar kullanılmıştır. Model tahmin edilmiştir.
2. Veriler için Güvenirlik ve Geçerlik
Saed Jama Abdi
Anadolu Üniversitesi
İstatistik Bölüm
25 Mayıs, 2016
2
3. SUNUM İÇERİĞİ
Giriş
Terimlerin tanımı
Güvenilirlik Türleri
Güvenilirlik ölçümü
Örnek (spss)
Geçerlilik Türleri
Geçerlilik ölçümü
Örnek (spss)
3
4. Giriş
Veri, araştırmada süreçten geçirilecek, işlenecek, ve
anlam verilecek enformasyon veya ölçülmüş bilgi
demektir.
Temel olarak iki ana veri türü vardır. niceliksel ve
nitelikseldir. Eğer veri sayısal biçimdeyse niceliksel veri
denir. sayısal olmayan ise nitelikseldir.
Her niteliksel veri ölçeklere konularak, gruplaştılırak,
nicesel bakimdan ifade edebilir.
4
5. Bilimsel araştırma sürecinde araştırmacı temelde
bir açıklama bir soruya cevap aramaktadır.
Bu cevabın doğruluğu, yanlışlığı ya da hatalı
ölçümü ile ilgili olarak ise bilimsel araştırma
yöntemlerinin geliştirdiği iki kavram ön plana
çıkmaktadır; geçerlilik ve güvenilirlilik.
5
6. Güvenirlik ve geçerlik bir tasarımda,
uygulamada, analiz ve değerlendirmede hata
yapmamayla ilgilidir.
Bu hatalardan önde gelenleri; yanliş nedensellik
bağları kurmayla beslenen yanlışlıklar, nüfusun
tanımı, örneklem çerçevesinin çıkartılması ve
örneklem almayla ilgili hatalar; sorularla ve
ölçmeyle ilgili hatalar.
6
7. Güvenirlik
Bir ölçme aracının ölçmeye çalıştığı bir özelliği her
defasında aynı sonucu verecek şekilde ölçebilmesi
(Sabancı, 2000).
Güvenirlik, bir ölçme aracının, ölçe hedeflediği özelliği
ne kadar doğru ölçütüğü anlamı gelmektedir.
Bir ölçme aracı her uygulanışında aynı sonucu veriyorsa
güvenilirdir.
7
8. Bu açıdan ele alındığında, güvenirlik kavramı,
ölçümlerin dakıklığı tutarlılığı, yordanabilirliği ve hatan
arınıklığı kavramlarıyla yakından ılışkıdı.
Güvenirlik ile ölçme hatası arasında ters bir ilişki
vardır; yani güvenirlik arttıkça ölçme işleminde yapılan
hata oranı da o derece düşer (Sabancı, 2000).
Bir ölçme aracı ne kadar çok hatalı sonuç veriyorsa o
kadar az güvenilirdir.
8
9. ölçüm aracı yardımıyla alınan ölçümün iki birleşen vardır.
𝜎𝑡
2
= 𝜎𝑔
2
+𝜎𝑒
2
𝜎𝑡
2
= toplam varyans
𝜎𝑔
2
= gerçek varyans
𝜎𝑒
2 = hata varyans. Anlamina gelmektedir.
Buna dayanarak, güvenirlik şöyle tanımlanabilir.
Gerçek varyansın, toplam varyansa oranı güvenirliktir.
Güvenirlik, bir korelasyon katsayısı olduğundan, yukarıdakı
tanım dıkkate alınarak şu eşitlik yazılabilir.
9
11. 1. Test-Tekrar Test Güvenirliği
(Test-Retest Reliability)
2. İç Tutarlılık Güvenirlik
(Internal consistency
reliability)
iki yarı güvenirliği (Split half
Reliability Test)
Cronbach’s alpha güvenirliği
Kuder-Richardson (KR20).
11
12. Güvenilirlik Teknikleri
1. Test-retest
2. Parallel Forms
3. Split-half
T1 T2
A1 A2
T
A B
Score Score
1
100
50 pairs
4. Internal Consistency
K-R-20 Coefficient
Alpha
12
13. Test-Tekrar Test Güvenirliği
(Test-Retest Reliability)
Bu yöntemle test güvenirliğini kestirmek için, bir test aynı
gruba belli bir zaman aralığıyla iki kez uygulanır. Daha sonra
bireylerin birinci uygulamada aldıkları puanlarla ikinci
uygulamada aldıkları puanlar arasındaki korelasyon bulunur.
Elde edilen korelasyon katsayısı testin güvenirlik katsayısıdır.
Güvenirlikle ilgili korelasyon tam yani 1 olması hiç sıra
değişmesi olmadığını, 0 olması ise sıralar arasında hiçbir ilişki
bulunmadığını gösterir.
13
15.
NN
N
YX
XY
Y
Y
X
X
rXY
)()
2
2
2
2
(
)()(
95.0
15
33856
2492
15
33489
2479
15
184183
2478
rXY
Sunulan örnekte bir test aynı öğrenci grubuna belli bir süre
arayla iki kez uygulanıyor ve uygulama sonuçları arasındaki
korelasyon katsayısı 0.95 olarak bulunuyor ve testin
güvenirlinin yüksek olduğu söylenebilir.
15
16. İç Tutarlılık Güvenirlik
iki yarı güvenirliği (Split half Reliability Test)
iki yarım güvenirliği için tek bir test formu hazırlanır ve
mümküm olan durumlarda, maddelerin sırası
seçkisizleştirilir (randamizyon).
Test uyguladıktan sorna her hangı bir yolla ikiye ayrılır
ve testın iki yarısından alınan puanlar arasındakı
korelesyon hesaplanır.
16
17. Uygulanmış olan test iki eşdeğer (equivalence) yarıya
bölünerek öğrencilerin testin iki yarısından aldıkları puanlar
arasındaki korelasyon hesaplanır ve daha sonra bu hesaplanan
korelasyondan hareketle Spearman–Brown formülünden de
yararlanarak testin bütünün güvenirliği kestirilir.
Bu yöntem, aslında iç tutarlılık katsayısı verir. Spearman-
Brown formülü aşağıdaki gibidir.
17
19. Örnek
Reliability Statistics
Cronbach's Alpha
Part 1
Value .593
N of Items 4a
Part 2
Value .239
N of Items 3b
Total N of Items 7
Correlation Between Forms .517
Spearman-Brown Coefficient
Equal Length .682
Unequal Length .685
Guttman Split-Half Coefficient .654
a. The items are: K11a. K11b. K11c.K11d.
b. The items are: K11e. K11f. K11g.
Tüm
Testinin
Güvenilirliği
İlk 4 madd
ikinci 3 mad
ortalamasi/to
bulmak ve
sonra korel
k. hesaplan
19
20. Kuder-Richardson (KR20)
Kuder-Richardson (KR20) Anket soruları iki şıklı olduğu
durumda, mesela geçti kaldı veya evet hayır gibi kullanıllan
bir yöntemdir.
Geçti oranı p ile gösterilir ve kaldı oranı 1-p ile gösterilir.
𝑟𝑥𝑥 =
𝑛
𝑛 − 1
𝑠 𝑥
2
− 𝑖=1
𝑛
𝑝 𝑖 𝑞 𝑖
𝑠 𝑥
2
• n = Testin soru sayısı
• p = Madde güçlüğü
• q = 1- p
• 𝑠 𝑥
2
= Testin varyansı
20
23. Cronbach’s Alpha Güvenirliği
Alpha güvenirlik katsayısı tek bir uygulama gerektiren
güvenirlik bulma tekniklerinden biridir.
Ağırlıklı puanlama veya dereceleme yöntemiyle puanlama
uygulandığı durumlarda kullanılabilecek bir güvenirlik
hesaplama tekniğidir.
23
24. Testi oluşturan maddelerin dereceleme ölçeğine göre
puanlanması (1’den 5’e kadar veya 0’dan 4’e kadar gibi)
genellikle tutum amacıyla hazırlanan ölçme araçlarının
puanlanmasında veya tutum ölçeklerinin puanlanmasında
kullanılmakla birlikte kısa cevaplı testlerin güvenirliğinin
kestirilmesinde de kullanılabilir.
Alpha katsayısının hesaplanması için kullanılan bağıntı
aşağıdaki gibidir.
24
26. (Nunnally, 1978) göre minimum kabul edilebilir
güvenilirlik değeri 0.7’dir, ayrica (Cronbach, 1951;
Helmstater 1964) göre 0.5 daha fazla güvenilirlik testi
kabul edilebilir.
Örnek:
Reliability Statistics
Cronbach's Alpha Cronbach's Alpha
Based on
Standardized Items
N of Items
.621 .613 8
26
27. Geçerlilik
...ölçme sonuçlarının ölçerlığı, amaclanan ölçmenin
gerçekleştirebilme derecesidir.
…bir araştırma tasarımının ölçmek istediğini ölçüp ölçmediği
ile ilgilidir.
Açık uçlu ve kapalı uçlu olarak biçimlendirilmiş sorular ölçme
isteneni ölçüyor mu. eğer ölmüyorsa geçerlilik sorunu vardır.
27
28. Genellikle anket bütün olarak probleme
uydurulmaya çalışılmış, tüm problemin ayrı ayrı
özellikleriyle ilgili, nispeten özel ve birbirinden
bağımsız sorulardan meydana gelmiştir.
Bu bakımdan tüm anketin geçerlik derecesi
yerine değişik soruların geçerliğini düşünmek
daha doğru görülmektedir.
28
29. Geçerli (doğru) bir test aynı zamanda güvenilir
bir testtir, ancak, Güvenilir bir test geçerli bir test
olmayabilir !!!!
29
30. • Ölçme aracı belli bir amaç ve belli durumlar için geçerlidir.
Başka bir amaç için geçerli sayılmaz. Örneğin bir grup
öğrenciye uygulandığında geçerli olan test diğer öğrenci
grubuna uygulandığında geçerli olmayabilir (Karasar:
2003; 151).
• Örneğin Türkçe dersinde yazılı anlatım becerisini ölçen bir
test bu amaca hizmet ettiği sürece geçerlidir. Aynı testi
beden eğitimi dersi için kullanamayız. Çünkü o dersin
amaçları için hazırlanmamıştır (Sönmez:2003;418).
30
31. Geçerlik Türler
literatürde değişik sınıflandırılmalara rastlamakla APA
1997 ile Croceker ve Algina’nin geçerlik türlerin üç
toplanması daha çok tercih edilmektedir.
1. İçerik (Kapsam) Geçerliği (Content Validity).
2. Yordama (deneysel) Geçerliği (predictive validity).
3. Yapı Geçerliği (construct validity).
31
32. İçerik Geçerliği (content validity).
İçerik geçerliği, ölçme aracında bulunan soruların
(maddelerin) ölçme amacına uygun olup olmadığı, ölçülmek
istenen alanı temsil edip etmediği sorunu ile ilgili olup,
"uzman görüşüne göre saptanır.
Kapsam geçerliği, bir bütün olarak testin ve testteki her bir
maddenin maksada ne derece hizmet ettiğidir (Tekin: 2008;
45).
32
33. Örneğin, öğrencinin basketbol uygulama durumu
değerlendirildiğinde sadece pas çalışması ile değerlendirmenin
yapılması diğer basketbol tekniklerinin durumunu anlamak
için bilgi vermez.
Bu durumun önlenmesi için uzman grubuna başvurulup
görüşleri alınarak ölçme aracının geçerliği yapılmış olur.
33
34. Yordama Geçerliği (predictive validity)
Yordama geçerliği, yapılan ölçme ile ölçülmeye çalışılan şeyin
gerçek hayattaki yansımalarının karşılaştırılmasındaki
uyumdur.
Örneğin okulda alınan notların hayattaki başarı ile olan ilişkisi
aranabilir. Okuldaki notları yüksek olanlar hayatta da başarılı
oluyorlarsa, okuldaki ölçmeler geçerlidir denir.
34
35. ÖSS korelasyon Akademik başarı
(yordayıcı) (ölçüt)
İşe giriş sınavı korelasyon İş yerindeki performans
(yordayıcı) (ölçüt)
35
36. Yapı Geçerliği (Construct Validity)
Yapı geçerliği, bilimsel olduğu kadar, felsefi yönü de ağır
basan bir geçerlik ölçütüdür. Kuramsal (theoritical) olarak,
geçerlik ölçmenin dayandığı "temel kuramların" geçerliği ile
ilgilidir.
Yani, önceden kabul edilen olası "neden-sonuç" ilişkileri ile
ilgilidir özellikle, dolaylı ölçmelerin yapıldığı (asıl ölçülmek
istenen şeyin onun çeşitli belirtileri ile ölçüldüğü) durumlarda,
ölçülen belirtilerin, gerçekten aranan belirtiler olup olmadığı
sorunu vardır.
36
37. Geçerlik ve Güvenirlik Arasındaki İlişki
Güvenirlik sabit ve sistemli hatalardan etkilenmeyip
sadece rasgele hatalardan etkilenir.
Güvenirlik, geçerlik için gerekli koşuldur, fakat
yeterli koşul değildir.
Güvenirliği yüksek olan bir testin geçerliği yüksek
olmayabilir.
37
38. Geçerlilik Test için EFA kullanılır
SD = Strongly disagree, D = Disagree, N = Neither, A = Agree, SA = Strongly Agree
S D D N A S A
1 Statistics makes me cry O O O O O
2 My friends will think I'm stupid for not being able to cope with SPSS. O O O O O
3 Standard deviations excite me. O O O O O
4 I dream that Pearson is attacking me with correlation coefficients. O O O O O
5 I don't understand statistics. O O O O O
6 I have little experience of computers. O O O O O
7 All computers hate me. O O O O O
8 I have never been good at mathematics. O O O O O
9 My friends are better at statistics than me. O O O O O
10 Computers are useful only for playing games O O O O O
11 I did badly at mathematics at school. O O O O O
12 O O O O O
13 O O O O O
14 O O O O O
15 Computers are out to get me. O O O O O
16 I weep openly at the mention of central tendency. O O O O O
17 I slip into a coma whenever I see an equation. O O O O O
18 SPSS always crashes when I try to use it. O O O O O
19 Everybody looks at me when I use SPSS. O O O O O
20 I can't sleep for thoughts of eigenvectors. O O O O O
21 O O O O O
22 My friends are better a SPSS than I am. O O O O O
23 If I am good at statistics people will think I am a nerd. O O O O O
People try to tell you that SPSS makes statistics easier to understand
but it doesn't.
I worry that I will cause irreparable damage because of my incomptence
with computers.
Computers have minds of their own and deliberately go wrong
whenever I use them.
I wake up under my duvet thinking that I am trapped under a normal
distribution.
38
39. Örnek
KMO and Bartlett's Test
,930
19334,492
253
,000
Kaiser-Meyer-Olkin Measure of Sampling
Adequacy.
Approx. Chi-Square
df
Sig.
Bartlett's Test of
Sphericity
KMO-measures >.9
are superb!
KMO measures the ratio of the squared
correlation between variables
to the squared partial correlation
between variables.
KMO measures for
individual factors are
produced on the diagonal
of the anti-image corr
matrix
The KMO-measures
give us a hint at
which variables should
be excluded from
the factor analysis
Bartlett's test tests if the matrix is an
identity matrix (matrix with only 1's in the
diagonal and 0's off-diagonal). However,
we want to have correlated variables, so
the off-diagonal elements should NOT be
0. Thus, the test should be significant,
i.e., the R-matrix should NOT be an
identity matrix.
39
40. Factor structure refers to the Intercorrelations among the variables being tested in
the EFA
Pattern Matrixa
,706
,591
-,511
,405
,400
,643
,621
,615
,507
,885
,713
,653
,650
,588
,585
,412 ,462
,411
-,902
-,774
-,774
Q20 I can't sleep for thoughts of eigen vectors
Q21 I wake up under my duvet thinking that I am trapped under a normal
distribtion
Q03 Standard deviations excite me
Q04 I dream that Pearson is attacking me with correlation coefficients
Q16 I weep openly at the mention of central tendency
Q01 Statiscs makes me cry
Q05 I don't understand statistics
Q22 My friends are better at SPSS than I am
Q09 My friends are better at statistics than me
Q23 If I'm good at statistics my friends will think I'm a nerd
Q02 My friends will think I'm stupid for not being able to cope with SPSS
Q19 Everybody looks at me when I use SPSS
Q06 I have little experience of computers
Q18 SPSS always crashes when I try to use it
Q07 All computers hate me
Q13 I worry that I will cause irreparable damage because of my
incompetenece with computers
Q14 Computers have minds of their own and deliberately go wrong
whenever I use them
Q10 Computers are useful only for playing games
Q12 People try to tell you that SPSS makes statistics easier to understand
but it doesn't
Q15 Computers are out to get me
Q08 I have never been good at mathematics
Q17 I slip into a coma whenever I see an equation
Q11 I did badly at mathematics at school
1 2 3 4
Component
Extraction Method: Principal Component Analysis.
Rotation Method: Oblimin with Kaiser Normalization.
Rotation converged in 29 iterations.a.
F1:
'Fear of statistics'
F2:
'Fear of peer
evaluation'
F3:
'Fear of computers'
F4:
‘ Fear of mathemat
40
41. Güvenirlik Belirleme Tekniklerine İlişkin Özet
Bilgiler
Güvenirlik
Katsayısı Tipi Anlamı
Gereken form
sayısı
Uygulama sayısı Hata varyansı
kaynağı
KUDER-
RICHARSON KR
- 20 ve KR - 21
İç tutarlık Bir Bir
Kapsam örneklemi
ve heterojenliği
CRONBACH ALFA İç tutarlık Bir Bir
Kapsam örneklemi
ve heterojenliği
İKİ YARI İç tutarlık Bir Bir Kapsam örneklemi
TEST-TEKRAR
TEST
Kararlılık Bir İki Zaman örneklemi
PARALEL
FORMLAR
Tutarlık İki İki Zaman ve kapsam
41
42. Kaynaklar
• Making Sense of Cronbach’s alpha, Article, MOHSEN TAVAKOL, REG DENNIC,
2011
• Handbook of Health Research Methods: Investigation Measurement and Analysis,
SHAH EBRAHIM, ANN BOWLING.
• Statistical Analysis in psychology and Education. George A.Ferguson. FIFTH
EDITION.
• Best Split-Half and Maximum Reliability Satyendra Nath Chakrabartty (Prof,
Galgotias Business School, India).
• Assessing Construct Validity: The Utility of Factor Analysis Cheng Hsiung Lu.
• Reliability and validity testing of a new scale for measuring attitude towards
learning statistics with technology, Article. Volume 4, November 1, 2011.
• http://badmforum.blogspot.com.tr/2012/08/factor-analysis-kmo-bartletts-test.html.
• ARAŞTIRMA YÖNTEMLERİ DERSİ ÖDEVİ. YRD. DOÇ. DR. HASAN
HÜSEYİN AKSOY. Ankara Mayis 2006.
• Ölçme Araçlarının Yapısal Nitelikleri, Dr. Fatih DERVENT.
42