İkili karşılaştırmalarla ölçekleme yöntemi ile rasch analizinden elde edilen ölçek değerlerinin karşılaştırılması
Yükleniyor...
Tarih
2018
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Abstract:
This study aims to compare the scale values obtained from pairwise comparison
scaling method and Rasch Analysis. The study was conducted with 185 university
students in the Spring Semester of 2015-2016 academic year. The data were collected
in two stages. At the first stage, the participants were asked to make a pairwise
comparison of six subjects taught in the Measurement and Evaluation course and to
say which one was more difficult for them. Using the data collected in this way,
scaling was performed through pairwise comparisons. At the second stage, the
participants were asked to grade the six subjects as easy, medium and difficult by
taking the difficulty levels of the subjects into consideration. The data obtained from
this application were analyzed according to the Rasch model. It was observed that the
ordering made in relation to the difficulty levels of the subjects through pairwise
comparison method and through Rasch analysis was the same. Besides ordering, the
closeness of the difficulty levels of the subjects were also found similar in both
methods. These results demonstrate that the scaling values calculated in pairwise
comparison scaling method and in Rasch analysis are compatible.
Keywords: Thurstone, scaling with pairwise comparison, Rasch analysis, interval scale
Açıklama
İnönü University
Journal of the Faculty of Education
Vol 19, No 1, 2018
pp. 31-48
DOI: 10.17679/inuefd.400386
Anahtar Kelimeler
Thurstone, Scaling with pairwise comparison, Rasch analysis, İnterval scale
Kaynak
İnönü Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
19
Sayı
1
Künye
Güler, N., İlhan, M. & Taşdelen Teker, G. (2018). Comparing the Scale Values Obtained from Pairwise Comparison Scaling Method and Rasch Analysis, Inonu University Journal of the Faculty of Education, 19(1), 31-48.
