The main purpose of this study was to develop a three-tier test for assessing tenthgrade students&rsquo / difficulties about kinematics graphs. In a three-tier test, first tier is
classical multiple-choice question, the second tier is also classical multiple-choice question but presents reasons for answers given to the first tier and the third tier asks
existence of confidence about the first two tiers. To develop a three-tier test, Turkish translation of the Test of Understanding Graphs in Kinematics (TUG-K) developed
by Beichner (1994) was used. One more essay type question of asking students&rsquo / reasons of their answers and blank alternatives to write any suggestion different from
choices were added to the each item of Turkish translation of this test translated by Delialioglu (2003). Finally, Kinematics Graphs Test Requesting Reasoning (KGTRR) was developed and administered to 253 students. To determine the
distracters of the second-tiers of the Kinematics Graphs Three-Tier Test (KGTTT), answers on each item in KGTRR were categorized according to similarities in their
meanings. Considering the frequency of these categories, the KGTTT was developed and administered to 495 students. Both quantitative and qualitative methods were used to determine the validity of the KGTTT. A positive correlation coefficient was calculated between student scores for the first two tiers and confidence levels for the third tiers. Also, percentages of false positives and false negatives were estimated.
Cronbach alpha reliability coefficients of correct answers and difficulties of the students for all three tiers together were calculated as 0.84 and 0.69, respectively.
| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/12609071/index.pdf |
| Date | 01 May 2007 |
| Creators | Aydin, Ozlem |
| Contributors | Eryilmaz, Ali |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | M.S. Thesis |
| Format | text/pdf |
| Rights | To liberate the content for public access |
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