Bilgisayar ortamında bireye uyarlanmış testlerin görme engelli öğrencilere uygunluğunun incelenmesi
Özet
The aim of this research is to compare listening comprehension skills of visually impaired students using computerized adaptive testing (CAT) and test reader-encoder aided paper-pencil testing and to determine students' view about these testing. For this purpose, 166 items were selected in accordance with the research objectives and assumptions and tested with a group of 608 students 142 of 166 items used for CAT item pool and 24 items were allocated for the paper-pencil test. Researcher developed an online environment at 'www.seslitest.com' for CAT, which is designed as a read-aloud accommodation. CAT and the paper-pencil tests were applied to 51 visual impaired students in 7th and 8th grades. 9 of these students, who were evaluated as rich sources, were interviewed for determining students' thoughts about tests. According to the results, student ability parameters obtained from CAT were significantly lower than the ability parameters of reader-encoder aided paper-pencil test. Additionally, a positively high correlation was found between the CAT and paper-pencil testing ability parameters. This result was interpreted as similar ability estimations were made by CAT and paper-pencil tests. In addition, as parallel with previous research, CAT made more reliable predictions, and CAT applications were completed with fewer items in less time. As a result of the content analysis, students' opinions were gathered under three themes as technical features, test features and psychological effects. In general, all students have positive opinions about CAT, however, properties of CAT like individuality of items and different number of items that examiners confronted reasoned question marks about validity of the test. Students' opinions are focused on test features like the test length, test duration, intelligible of the reading and fairness of the test. In addition, students evaluated repeatable and stoppable listening properties as the most helpful and useful technical features of CAT. Another finding is that advantages of CAT like short test durations, helping for elimination of hesitations and reducing the dependency of students has reported as motivation increasing features.