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In the process of measuring and assessing high-level cognitive skills, interference of rater errors in measurements brings about a constant concern and low objectivity. The main purpose of this study was to investigate the impact of rater training on rater errors in the process of assessing individual performance. The study was conducted with a pretest-posttest control group quasi-experimental design. In this research, 45 raters were employed, 23 from the control group and 22 from the experimental group. As data collection tools, a writing task that was developed by IELTS and an analytical rubric that was developed to assess academic writing skills were used. As part of the experimental procedure, rater training was provided and this training was implemented by combining rater error training and frame of reference training. When the findings of the study were examined, it was found that the control and experimental groups were similar to each other before the experiment, however, after the experimental process, the study group made more valid and reliable measurements. As a result, it was investigated that the rater training given had an impact on rater errors such as rater severity, rater leniency, central tendency, and Halo effect. Based on the obtained findings, some suggestions were offered for researchers and future studies.

Performance standards have important consequences for all the stakeholders in the assessment of L2 academic writing. These standards not only describe the level of writing performance but also provide a basis for making evaluative decisions on the academic writing. Such a high-stakes role of the performance standards requires the enhancement of objectivity in standard setting procedure. Accordingly, this study aims to shed light upon the usefulness of Objective Standard Setting (OSS) method in specifying the levels of proficiency in L2 academic writing. On the basis of the descriptive research design, the sample of this research includes the examinees and raters who were student teachers at the university level. Essay task and analytical writing scoring rubric were employed as the data collection tools. In data analysis, OSS method and two-step cluster analysis were used. The analysis results of OSS method based on many-facet Rasch measurement model (MFRM) outline the distribution of the criteria into the levels of proficiency. Also, the main findings in OSS method were validated with twostep cluster analysis. That is, OSS method may be practically used to help the stakeholders make objective judgments on the examinees' target performance.

Purpose: To assess students' problem-solving skills, this study aims to investigate the consistency between self- and peer-ratings in consideration of the teachers' ratings in the process. Method: This study was a descriptive study which examines the mathematical problem-solving skills with the MFRM model concerning self-, peer- and teachers' ratings. The study group consisted of 57 sixth grade students studying in a secondary school in Ankara. The data collection procedure was as follows: i) the students were trained in how to use rubric during the first week, ii) they practiced the rubric and a performance task in the second week and, iii) three performance tasks were applied in the following consecutively. These tasks included non-routine problem situations and two analytical rubrics were developed. For data analysis, student, steps, rater type, and task were determined as facets and rater was defined as dummy facet, and reliability statistics related to each facet were estimated. Findings: Ratings of performance tasks obtained from three-week data collection had high reliability coefficients according to MFRM modeling. The findings showed that self-, peer- and teachers' ratings vary in terms of generosity/severity according to the weeks given the rater types. Generally, self-raters were the most generous raters, whereas teachers were the most severe raters. In addition, generosity/severity of peer-raters gets closer to generosity/severity of teachers from the first task to the third one. Implications for Research and Practice: This research strengthens the possibility that peer-rating can provide reliable rating through appropriate training and practices.

This study aimed to determine the rater behavior in the evaluation process of student electronic portfolios used to measure student achievement in higher education, and thus to evaluate the usability of the electronic portfolio system. Considering that rater behavior adversely affects both validity and reliability in determining the performance of individuals, it is important to identify the effect of this factor and evaluate the related results in line with this effect. The data of the study were collected from the students enrolled in an English language teaching program at Gazi University Gazi Education Faculty within the scope of the measurement and assessment course in the fall semester of 2017-2018. An analytic rubric developed by the researchers was used in the evaluation of the student electronic portfolios. The study included two participants groups consisting of three raters and 61 students (11 male, 50 female). In the analysis of the data, the many-facet Rasch measurement model was used as an analysis method since it was appropriate for the nature of the current data set. When the findings of the study were examined, it was found that one or more rater behaviors interfered with the performance of the individual in the use of non-objective measurement tools, and consequently negatively affected the validity and reliability of the measurements. In conclusion, it can be stated that the individual's performance related to electronic portfolios in higher education is generally affected by the rater behavior in the evaluation process independent of the measurement tool. In addition, it has been confirmed that electronic portfolios can be used to determine individual performance in higher education.

Purpose: When self and peer assessment methods become commonly used in the teaching process, the most important problem turns out to be the reliability of the ratings acquired from these sources. Increasing the rater reliability has great importance in the performance evaluation for the reliability of the measurement. This study aimed to determine rater behaviors university students display in the process of self and peer assessment. The research was based on a descriptive model. The participants were 58 students at the Guidance and Psychological Counseling Program in 2017-2018 academic year at a foundation university in Ankara. Findings: Many Facet Rasch Model (MFRM) analysis was applied, and no statistically significant difference of raters' severity and leniency behaviors in the ratings was observed in terms of gender, but there was a statistically significant difference based on the rater types (self and peer). The raters seemed to be more lenient in self-assessments. The study also showed that while raters showed central tendency behavior on individual level, they did not show such tendency at the group level. It was concluded that individuals' ratings are more biased than group ratings when they evaluate group performance. Implications for Research and Practice: Some of the raters had differentiating rating behaviors based on the groups. The teacher candidates made systematic mistakes in the performance evaluation process and showed behaviors that had negative effect on the validity of the rating. It is important for the raters to conduct studies to reduce the scoring bias of the raters.

The aim of this study is to develop the language awareness scale regarding daily life. The study group consisted of 606 undergraduate students studying at a university in Istanbul. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used in the study. EFA result indicates that the scale consists of 17 items and 4 factors and 67% of the total variance is explained. Factors were named as Individual Awareness, Social Media Awareness, Awareness Regarding Daily Life and Awareness in the Mass Media. As a result of the CFA, it was determined that the scale had 17 items and the fit indices of the structure were sufficient (X[superscript 2]/sd = 2.54, RMSEA = 069, SRMR = 0.07). Item-total correlations of the scale were found to range between 79 and 89. Cronbach Alpha internal consistency coefficient of the scale was found to be as 86. Based on these findings, it can be said that the scale can be used in a valid and reliable way to measure students' language awareness about daily life.

Purpose: The purpose of this study is to determine the level of attitude of high school students towards social media and the variables that have an effect on these attitudes. Research Methods: In this study, the relational screening model was the descriptive method that was used. The data were collected by the "Social Media Attitude Scale." In the data analysis, the two-step cluster analysis and CHAID analysis (Chi-square Automatic Interaction Detector) were used. Findings: According to the results of the CHAID analysis, the most effective variable on high school students' attitudes towards social media was "students' dream job." The other variables that affected attitudes towards social media were as follows: student's grade level, having a computer, the purpose of computer use, the mother's educational level, the father's educational level and the father's job. In addition, it was found that students had a moderate attitude towards social media. The effect size and relational degree for each significant variable was calculated. Implications for Research and Practice: As a result of the analyses, it was found that the level of high school students' attitudes towards social media was a moderate/threshold level and that their dream jobs had an effect on these attitudes. In order to determine whether these variables had significance in practice, the effect sizes and relational degrees for each significant variable were calculated. According to the calculations, effect sizes were large and medium, and their relational degrees were also high and moderate.

This study aimed to measure the effect of rater training given to improve the peer assessment skills of secondary school students on rater behaviors using the many-facet Rasch Measurement model. The research employed a single-group pretest-posttest design. Since all raters scored all students, the analyses were carried out in a fully crossed (s x r x c) pattern. There were three facets in the research: student, rater, and criteria. The study group consisted of 25 seventh-grade students at a public school in Ankara in the 2021-2022 academic year. All 25 students in the study group were instructed to write compositions. The compositions were examined by the researchers, and 10 were selected for peer assessment. Before the experiment, students were asked to evaluate their peers' writing skills according to the rubric developed by the researchers. Then, rater training was given to the students for four weeks. After the rater training, the students were instructed to re-evaluate the writing skills of their peers. In the research, four rater behaviors were examined: rater severity, rater leniency, differentiated rater severity, and differentiated rater leniency. When the research results were examined, it was observed that rater training contributed to reducing severity, leniency, and differentiated severity and leniency behaviors. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the items in Science and Technology and Mathematics subtests of 6th, 7th, and 8th grades in the 2009 LDE, which was performed to select the students for the secondary schools, exhibited item bias with regard to student gender. Mantel-Haenszel (MH) method was used in order to determine the differential item functioning (DIF) of the items in the tests. The study was carried out with 22624 students in total, 6913 of whom were 6th year students (3614 males and 3299 females), 6333 of whom were 7th year students (3277 males and 3066 females) and 9374 of whom were 8th year students (4290 males and 5084 females). When the Science and technology subtest items are examined, it is seen that 2 (items number 6 and 16) in 6th grade, 3 in 8th grade (item number 14, 15, and 17) tests have B-level DIF. Among those five items 3 are favoring girls and 2 are favoring boys. In Mathematics subtests, item number 3 in 6th grade, item number 3 in 7th grade, and items 2 and 6 in 8th grade have DIF at B level. While 3 of those items work in favor of males, remaining 1 item works in favor of females. Content experts are asked for their opinion on the items having DIF to explore if any of them are biased. Based on the expert reviews it has been concluded that none of them includes gender bias. (Contains 7 tables.)

There are two main aims of this research. The primary aim is to develop a reliable and valid anxiety scale to determine writing anxiety levels of prospective teachers. The secondary aim is to determine what variables explain anxiety levels of students to what extent, by determining whether writing anxiety levels of prospective teachers significantly varied in terms of various variables. The study consisted of 202 junior students from Departments of Classroom Teaching, Elementary School Mathematics Teaching and Turkish Language Teaching at a Turkish university in the spring term of 2008-2009 academic year. The data were collected using Writing Anxiety Scale which was developed by the authors to measure writing anxiety levels of students and personal forms to describe personal traits of the students. The data were analyzed by SPSS 13.00 and LISREL 8.70 package programs. As a result of the exploratory factor analysis, it was found out that there was a single dimension. Besides, 49% of the total variance in the 35-item-scale was measuring was explained by the scale items. Confirmatory factor analysis was used to confirm the construct obtained by exploratory factor analysis. There were not statistically significant correlations between writing anxiety levels of university students and gender and educational background of parents. As a result of stepwise regression analysis, used to determine the predictive variables of writing anxiety levels in terms of personal traits, it was seen that out-of-school writing practice, in-class writing activities by 1-8 grade teachers, amount of time spent watching television, and gender were significant predictive variables and those variables explained only 9.5% of writing anxiety.

The main purpose of this study is to investigate the predictive validity of the 2003 University Student Selection Examination (OSS). For this purpose, freshman grade point average (FGPA) in higher education was predicted by raw scores, standard scores, and placement scores (YEP). This study has been conducted on a research group. In this study, six programs--which accept students by verbal, numerical and equal weighted scores--were selected. These programs are agricultural engineering, civil engineering, law, business administration, social studies education, Turkish Language and Literature. The study was conducted with 2103 students from these programs. Data related with dependent variables used in this study has been gathered from universities' student affairs information centers. Data related with independent variables has been received from the Student Selection and Placement Center (OSYM). Stepwise regression analysis was used in order to analyze the data. It was found that the significant predictors of students' FGPA is YEP which is used for the placement of agricultural engineering, civil engineering, and social studies education program students, Y-OSS SAY scores which is not used for the placement of business administration program students and three YEP's (Y-OSS SOZ, Y-OSS SAY, Y-OSS EA) which is used for the placement of law program students. (Contains 1 table.)

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In this study, a porthole die extrusion simulation was carried out for a box profile by using HyperXtrude Inspire Extrude Metal 2019 which is a FEM based software. Aluminum AA6063 material was the billet material, temperature of the billet was 450 °C and ram speed was selected as 5 mm/sec. The die design was obtained according to the shape of the bridges of the porthole die. Finally, the design optimization was achieved by analyzing FEM results. It was obtained that the dies which have curved bridges offer optimum process conditions. [ABSTRACT FROM AUTHOR]

The aluminum alloys are ideal material because of their corrosion resistance, recycling ability, high specific strength and especially low density for lightweight structures of transportation, aerospace, automotive industries. Hot extrusion process is the most used metal forming method for obtaining a variety of aluminum alloy profiles. The demand for large cross section, multi cavity and thin wall profiles has been increasing with the development of the industry and extrusion method is key solution for producing complex profiles with high productivity. These profiles are generally extruded by porthole dies. The extrusion process by porthole die is complicated and die design has great importance for the quality of the extruded product. Design of the porthole die should give optimum material flow and homogenous temperature distribution both for obtaining desired profile and eliminating die scrap. The measuring the temperature and material flow is not possible for closed die formation and it is so important to estimate both material flow, temperature change in the die. For this aim, an extrusion simulation of a porthole die for standard aluminum profile was investigated in this study with the support of HyperXtrude Inspire Extrude Metal 2019 software, which is specialized for FEM calculations of extrusion process. Each step of extrusion process was simulated. Aluminum AA6063 material was used for simulations, the process temperature was 4500 °C and punch velocity was selected as 5 mm/sec. Finally, the FEM results were obtained and the temperature distribution, pressure distribution, billet interface and relative die exit speed results were analyzed. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the items in Science and Technology and Mathematics subtests of 6th, 7th, and 8th grades in the 2009 LDE, which was performed to select the students for the secondary schools, exhibited item bias with regard to student gender. Mantel-Haenszel (MH) method was used in order to determine the differential item functioning (DIF) of the items in the tests. The study was carried out with 22624 students in total, 6913 of whom were 6th year students (3614 males and 3299 females), 6333 of whom were 7th year students (3277 males and 3066 females) and 9374 of whom were 8th year students (4290 males and 5084 females). When the Science and technology subtest items are examined, it is seen that 2 (items number 6 and 16) in 6th grade, 3 in 8th grade (item number 14, 15, and 17) tests have B-level DIF. Among those five items 3 are favoring girls and 2 are favoring boys. In Mathematics subtests, item number 3 in 6th grade, item number 3 in 7th grade, and items 2 and 6 in 8th grade have DIF at B level. While 3 of those items work in favor of males, remaining 1 item works in favor of females. Content experts are asked for their opinion on the items having DIF to explore if any of them are biased. Based on the expert reviews it has been concluded that none of them includes gender bias. [ABSTRACT FROM AUTHOR]

The main purpose of this study is to investigate the predictive validity of the 2003 University Student Selection Examination (ÖSS). For this purpose, freshman grade point average (FGPA) in higher education was predicted by raw scores, standard scores, and placement scores (YEP). This study has been conducted on a research group. In this study, six programs -which accept students by verbal, numerical and equal weighted scoreswere selected. These programs are agricultural engineering, civil engineering, law, business administration, social studies education, Turkish Language and Literature. The study was conducted with 2103 students from these programs. Data related with dependent variables used in this study has been gathered from universities' student aff airs information centers. Data related with independent variables has been received from the Student Selection and Placement Center (OSYM). Stepwise regression analysis was used in order to analyze the data. It was found that the significant predictors of students' FGPA is YEP which is used for the placement of agricultural engineering, civil engineering, and social studies education program students, Y-OSS SAY scores which is not used for the placement of business administration program students and three YEP's (Y-OSS SOZ, Y-OSS SAY, Y-OSS EA) which is used for the placement of law program students. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine the factorial structure of Secondary School Institutions Student Selection and Placement Test and Which factors is reasonable enough to predict the academic level secondary school institutions. In order to achieve this, the factor structures of OKÖSYS have been determined by analyzing the sample data from 10.000 individuals chosen randomly from 83.307 individuals who passed the exam that was held in country-wide in 1999. Eight structures have been found after factor analysis. After that, it has been investigated by using stepwise regression analysis which factors can predict the achievement of 9th grade. As a result of the research, it has been found that 28% of the academic achievement of the first grade in secondary school had been explained by almost all of the higher order thinking skills that were measured by the test. [ABSTRACT FROM AUTHOR]

The purpose of this study is to determine whether the tests used in Secondary School Institutions Student Selection and Placement Test (SSISSPT) is reasonable enough to predict the academic level of secondary school institutions. For this study, 9 of the Anatolian High Schools found in Ankara were chosen among 31 Anatolian High Schools. The relation between test scores and achievement scores was analyzed using Pearson Product Moment Correlation Coefficient. The tests used in SSISSPT and predict the academic achievement in courses for the first year of the high school were gradual multiple regression analysis. As a result of this research, it has been found that SSISSPT was a quite reliable test. The correlation between test scores changes between 0,32 and 0,64, and the correlation between test scores and the achievement scores were found significant. It is has also been observed that Turkish and Math Tests were important predictors in predicting the achievement in the secondary education. [ABSTRACT FROM AUTHOR]

The general purpose of this study is to determine the views of academicians, school administrators, and teachers regarding the effects that can emerge from the use of e-portfolios as alongside the central joint exam in the transition from elementary education to secondary education. This research is a case study type from among the qualitative research designs. Data were obtained through interviews with academicians and school administrators; focus group discussions were carried out with the teachers. As a result, the view that the transition to a system that included e-portfolios would make a contribution to the period before the exam and ease exam anxiety gained importance. Furthermore, students' learning was said to be able to be made more permanent. It was the common view that a transition system which would include e-portfolios would cause bias due to the technological infrastructure differences of schools from socio-economically different places. According to the results of this research, policy makers have been advised to inform all stakeholders in terms of the contributions such a system would make, to technologically adjust the physical infrastructure of schools, and to organize some specific training activities for teachers. [ABSTRACT FROM AUTHOR]