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    Measuring and evaluating the attitudes of secondary school students towards skill-based science questions
    (Routledge Journals, Taylor & Francis Ltd, 2024) Ilhan, Nail; Yurttas, Basri; San, Sultan
    Skill-based science questions are employed in the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) examinations. In T & uuml;rkiye, the implementation of a new question style, designated as skills-based questions, has been observed in the context of the high school entrance examination. The initial objective was to develop an attitude scale towards skill-based science questions (AS-SSQ). The second objective of the study is to examine student attitudes in relation to specific variables. In order to achieve these objectives, the study was conducted using an exploratory mixed-methods research design. The scale items, which were developed for scale, were administered to a sample of 437 secondary school students. Items analysis was conducted, as well as a Cronbach's Alpha and factor analysis. A reliability and validity analysis revealed that the AS-SSQ comprises 20 items and four factors, namely enjoyment, anxiety, skill and confidence. The data set comprised 1,508 secondary school students, and the fit indices of the scale were examined by performing a confirmatory factor analysis with the data obtained. Despite the absence of statistically significant differences in attitude scores according to gender, a statistically significant difference was observed in attitude scores according to grade level. This study provided the development and implementation of a scale to measure attitudes toward skill-based questions.
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    Science Teachers' Perceptions and Cognitive Structures About Skill-Based Questions
    (Mdpi, 2025) Ilhan, Nail; San, Sultan
    The study investigates how Turkish science teachers view and understand skill-based questions (SBQs). SBQs aim to assess higher-order cognitive skills, such as critical thinking and problem-solving, in line with global standards like PISA and TIMSS. The data collected via the Word Association Test (WAT) revealed teachers' conceptual frameworks and attitudes toward SBQs. The most frequently associated terms were 'cognitive based' and 'culturally context consistency'. Teachers expressed mixed perceptions, with concerns about SBQs' alignment with international standards, literacy, validity, and the stress they impose on students. Statistical analyses showed that teachers' cognitive structures lack integration, indicating confusion and limited understanding. The findings highlight the need for enhanced teacher training, clearer guidelines and addressing the gaps between policy and practice. This study contributes to educational assessment reforms by emphasizing the importance of supporting teachers in using SBQs effectively.