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Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to construct and standardize an achievement test in Mathematics in the Modern World (MMW) course. Achievement test evaluates a student's performance after a given period of instruction. Using the instrumentation research design, the data were gathered among 273 tertiary students of Notre Dame University enrolled during the second semester of Academic Year 2020-2021. Among these, 38 pilot tested and 213 tested the reliability of the instrument. This study further utilized the following: a 4-point Likert scale for the validation of the instrument, difficulty value and discrimination index formulas for the analysis of each item, and KR20 reliability for internal consistency. Furthermore, a test manual for the MMW achievement test was also established. The preliminary total number of Items before MMW teachers' validation was 42 items covering the topics for the first 12 hours of the MMW Syllabus. These items were validated through Aiken's Item Validity method which resulted in the acceptance of 42 items. After rigorous processes, it resulted in the acceptance of 34 items for the MMW achievement test. The instrument's average validity is 0.935, and the reliability is 0.701 which means that this tool has high validity and acceptable reliability. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to develop an achievement test taking into account the subject acquisitions of the sound and properties unit in the sixth-grade science course. In the test development phase, firstly, literature review for the study was conducted. Then, 30 multiple choice questions in align with the subject acquisition in the 2018 science curriculum. This 30-question test was presented to opinion of three academicians and a science teacher for the validity of the test. Necessary adjustments were made in line with the opinions of the experts. Subsequently, the draft test, modified according to the experts' feedback, was applied to a total of 300 seventhgrade students. After the analysis, the number of questions in the test was reduced to 27. As a result of item analysis, mean difficulty index value of the test was 0.41, and item discrimination indexwas 0.49. The reliability analysis for the developed test was found 0.92 by calculating the KR-20 reliability coefficient value. By considering, the validity and reliability analysis results, it was concluded that the final version of the developed test, grounded in Bloom's Taxonomy, is a valid and reliable test with different difficulty levels. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to develop a valid and reliable achievement test to measure the achievement of eighth-grade students in the "Seasons and Climate" unit of the science course. The research was carried out using a survey model. The study group consists of 298 eighth-grade students studying in various cities in Turkey in the 2020- 2021 academic year. The content validity of the prepared questions was examined with a table of specifications. An achievement test of 25 questions was obtained by making item analyses with the data obtained from the pre - pilot study. After the pilot study of this test, the reliability analysis of the test was made, and the KR-20 internal consistency coefficient was 0.88; the KR-21 internal consistency coefficient was determined to be 0.86. In addition, while the mean item difficulty index of the test was 0.61, the mean discrimination index was calculated as 0.50. As a result, a valid and reliable achievement test was obtained for the metacognitive learning outcomes of the "Seasons and Climate" unit in the eighth grade 2018 science curriculum. In addition, since the science curriculum of the Ministry of National Education is updated from time to time according to international developments, it is possible to say that the achievement test developed is for international readers. In the way followed in this study, researchers can develop multiple-choice achievement tests that measure metacognitive learning outcomes for different subjects. [ABSTRACT FROM AUTHOR]

The study analyzed the psychometric properties of business studies achievement test for senior secondary schools in Nigeria. One research question guided the study. The study adopted an instrumentation design. The area of the study was Anambra State. The population of the study consists of all 23,077 students and 586 business studies teachers in two hundred and sixty-one senior secondary schools in Anambra State. Taro Yamane formula was used to determine the sample size of the study, which is 630 made up of 393 students in SS1 and 238 business studies teachers in Anambra State. A multi-stage sampling procedure involving two stages was adopted for this study. Proportionate stratified and purposive sampling techniques were employed at the first and second stages respectively. Items were subjected to item analysis to determine the difficulty and discriminatory indices. The study revealed that 125 items were found to be appropriate for inclusion in the business studies achievement test, these test's items met the criteria for item difficulty index and item discrimination. Based on the findings of the study it was recommended that teachers of business studies like commerce, accounting, and office practice among others should employ the created business studies Achievement Test. The BSAT items should be used as a model when creating other accomplishment exams for senior secondary schools in business studies. [ABSTRACT FROM AUTHOR]

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study analyzed the psychometric properties of business studies achievement test for senior secondary schools in Nigeria. One research question guided the study. The study adopted an instrumentation design. The area of the study was Anambra State. The population of the study consists of all 23,077 students and 586 business studies teachers in two hundred and sixty-one senior secondary schools in Anambra State. Taro Yamane formula was used to determine the sample size of the study, which is 630 made up of 393 students in SS1 and 238 business studies teachers in Anambra State. A multi-stage sampling procedure involving two stages was adopted for this study. Proportionate stratified and purposive sampling techniques were employed at the first and second stages respectively. Items were subjected to item analysis to determine the difficulty and discriminatory indices. The study revealed that 125 items were found to be appropriate for inclusion in the business studies achievement test, these test's items met the criteria for item difficulty index and item discrimination. Based on the findings of the study it was recommended that teachers of business studies like commerce, accounting, and office practice among others should employ the created business studies Achievement Test. The BSAT items should be used as a model when creating other accomplishment exams for senior secondary schools in business studies.

Bu çalışmanın amacı, ortaokul sekizinci sınıf öğrencilerinin fen bilimleri dersi “Mevsimler ve İklim” ünitesindeki başarılarını ölçmek için geçerli ve güvenilir bir başarı testi geliştirmektir. Araştırma tarama modeli ile gerçekleştirilmiştir. Çalışma grubunu 2020-2021 eğitim-öğretim yılında Türkiye'nin çeşitli şehirlerinde öğrenim gören 298 sekizinci sınıf öğrencisi oluşturmaktadır. Hazırlanan soruların kapsam geçerliği belirtke tablosu ile incelenmiştir. Ön pilot çalışmasından elde edilen verilerle madde analizleri yapılarak 25 soruluk başarı testi elde edilmiştir. Bu testin pilot çalışmasının ardından testin güvenirlik analizi yapılmış ve KR-20 iç tutarlılık katsayısı 0,88; KR-21 iç tutarlılık katsayısı 0,86 olarak belirlenmiştir. Ek olarak, testin ortalama madde güçlük indeksi 0.61 iken, ortalama ayırt edicilik indeksi 0.50 olarak hesaplanmıştır. Sonuç olarak ortaokul sekizinci sınıf 2018 fen bilimleri öğretim programı “Mevsimler ve İklim” ünitesinin üstbilişsel kazanımları için geçerli ve güvenilir bir başarı testi elde edilmiştir. Bu çalışmada izlenen şekilde, araştırmacılar farklı konular için üstbilişsel kazanımları ölçen çoktan seçmeli başarı testleri geliştirebilirler.

This research's urgency is evident from the growing gap between students' expectations and what universities are able or willing to provide. The theoretical background is based on constructivist learning theories and a praxiological approach. The parallel group method laid the basis of this study design when comparing project management students from two universities, A and B. In addition, a specific pedagogical experiment in the forest was implemented at University A. The experiment lasted one academic year and included a total of 179 students. Work breakdown structure, the Critical Path Method, resource management, planning, manipulative business practices, and the role of team members were demonstrated in parallel with bees, ants, bumblebees, wolves, zombie mushrooms, squirrels and orangutans. Experimental intervention at University A has led to higher point scores on achievement tests compared to University B students and brought other remarkable findings, "aha" moments and answers to the assigned research questions: What key moments increase student engagement during the class (1), and what are the findings and recommendations for future project management pedagogy (2). This study combines quantitative and qualitative methods, including bio-mimicry analogies, parallel group technique, focus groups, action- and game-based learning, achievement test, and statistical tests. [ABSTRACT FROM AUTHOR]

The study aimed to construct an essay achievement test in chemistry for the second year of secondary science. According to the partial estimation model of item response theory; It is based on the analytical descriptive research methodology, and the study tool was an essay achievement test for the chemistry course for the first semester For the second secondary grade, it consisted in its final form of (12) questions and (50) steps - designed by the researcher - it was applied to a random sample of (451) male and female students from the second secondary grade in Saudi government schools in AlMadinah Al-Munawwarah region, for the academic year (1444 AH). ), and the following statistical methods were used: exploratory factor analysis to detect one-dimensionality, and the use of (Easy Estimation) program to answer the study questions Speed, as the results showed that there is a match between the test items with the partial estimation model, and the validity and reliability of the test were verified, as the stability coefficient for individuals and the empirical stability coefficient for the items according to the partial estimation model, respectively, reached (0.91, 0.94), which indicates the ability of The test is in separating the abilities of individuals, and distinguishing between their abilities on the continuum of the trait, and in the light of the previous results, the researcher presented a number of recommendations, the most important of which are: urging specialists in the field of developing and designing psychological and educational measures using individual response models in preparing and developing them. [ABSTRACT FROM AUTHOR]

The aim of this study was to develop a valid and reliable academic achievement test for the 4th grade "Properties of Matter" unit by taking into account the learning outcomes in the current science curriculum. In the study, the survey model, one of the quantitative research methods, was used. The sample of the study consisted of 280 fifth-grade students studying in a province in the Southeastern Anatolia Region in the 2022-2023 academic year, who were selected according to maximum variation sampling and had studied this unit last year. There are 10 outcomes in the related unit. A total of 30 questions were prepared, 3 questions for each outcome. A specification table was prepared for the face and content validity of the test and experts' opinions were taken. Based on the item analyses, with 3 questions were removed from the test and 6 questions were edited, developed and put back into the test. The final version of the test consists of 27 items, the average item difficulty is 0.59; the average item discrimination index is 0.45; and the reliability coefficient, which was calculated using the KR-20 technique, is 0.81. The developed test is recommended to be used by teachers and researchers. [ABSTRACT FROM AUTHOR]

The study investigates the effects of using immediate feedback as a teaching strategy. Additionally, the impacts of immediate feedback and gender on students' classroom learning outcomes were examined. The study was designed as a quasiexperimental, pretest-posttest, experimental, and control group. The sample consisted of 225 junior secondary school level 2 (JSS 2) students. Students were chosen from two intact coeducational classes and split into experimental and control groups. All relevant data was collected using a study tool called the Science, Technology, English Language & Mathematics Achievement Test-Questionnaire (STEMAT-Q), which was developed, validated, and used. Data collected were analysed using the mean, standard deviation, Student's t-test, and analysis of covariance (ANCOVA). The study's findings demonstrate that an immediate feedback technique significantly affects the learning outcomes of students. However, for treated male and female students, the interaction effects of the immediate feedback technique and gender on classroom learning outcomes were not significant. Immediate feedback is particularly successful at addressing student confusion, correcting errors, identifying learning gaps, bridging gender differences in student learning outcomes, and inspiring students to learn well. Based on the above findings, the researcher recommends the provision of immediate feedback for students during the learning process or class discussion or activities to enhance their learning skills and help them retain key concepts, ideas, and principles. [ABSTRACT FROM AUTHOR]

Copyright of Mediterranean Journal of Sport Science (MJSS) is the property of Mediterranean Journal of Sport Science (MJSS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

2018’de Fen Bilimleri Dersi Öğretim Programının revize edilmesiyle birlikte müfredattaki konulardan bazıları sınıf seviyesi ve kapsam bakımından değişikliğe uğramıştır. Bu durum kazanımları ölçen, öğretim programına uygun yeni ölçme ve değerlendirme araçlarına ihtiyaç duyulmasına neden olmuştur. Bu çalışmanın amacı; ortaokul 7. Sınıf “Saf Madde ve Karışımlar” ünitesi konu ve kavramlarına yönelik, öğretim programındaki kazanımlara uygun, geçerli ve güvenilir bir ölçme aracı geliştirmektir. Buna yönelik olarak öncelikle Fen Bilimleri Dersi Öğretim Programındaki kazanımlar listelenmiş ve kazanımlara uygun, öğrencilerin üst düzey zihinsel becerilerini ölçmeye yönelik, araştırmacı ve öğretmenlerin kullanabileceği 40 maddeden oluşan bir test hazırlanmıştır. İlgili ünite konu ve kazanımları doğrultusunda belirtke tablosu oluşturulmuştur. Ayrıca Fen Bilgisi eğitimi alanından iki öğretim üyesi ve iki Fen Bilimleri öğretmeninin görüşlerine başvurularak testin kapsam geçerliğine sahip olması sağlanmıştır. Geliştirilen Saf Madde ve Karışımlar Ünitesi Başarı Testi (SMVKÜBT) 2018-2019 eğitim-öğretim yılında Amasya ilinde 6 ortaokulda toplam 358 sekizinci sınıf öğrencisine uygulanmıştır. Örneklem belirlenirken maksimum çeşitlilik örnekleme yönteminden faydalanılmıştır. Güvenirlik katsayısı KR-200.85 olarak bulunmuştur. Testin ortalama madde güçlüğü (Pjx) 0.45 ve ortalama ayırıcılığı (rjx) 0.43 olarak hesaplanmıştır. Madde analizleri sonucunda ayırt ediciliği düşük olduğu saptanan 4 madde testten çıkarılmıştır. Testin son hali 36 maddeden oluşmaktadır. Sonuç olarak ilgili konuya yönelik hem araştırmacıların hem de öğretmenlerin faydalanabileceği geçerli ve güvenilir bir başarı testi geliştirilmiştir.

Bu çalışmanın amacı, 6. Sınıf düzeyinde edat ve bağlaç konusuyla ilgili dil bilgisi başarı testi geliştirmektir. Bu amaç doğrultusunda ilk olarak Bloom’un yenilenen taksonomisi dikkate alınarak konuya ait kazanımlar belirlenmiş ve bu kazanımları karşılayan 167 adet, edat ve bağlaç konusuyla ilgili soru hazırlanmıştır. Hazırlanan sorular için uzman görüşü alınarak görüşler doğrultusunda 54 adet soru seçilmiştir. Testin kapsam geçerliliğini belirleyebilmek için belirtke tablosu oluşturulmuştur. Maddeler analiz edilmeden önce 6.sınıf düzeyinde 25 öğrenciye test uygulanarak onların maddeler üzerindeki yorumları alınmıştır. Ön pilottan sonra son şekli verilen taslak test, 2021-2022 eğitim öğretim yılında 200 öğrenciye uygulanarak testin geçerlik ve güvenirlik çalışmaları yapılmıştır. 54 maddelik taslak testin güvenirlik analizi 0,661 olarak hesaplanmıştır. Total Varyans Tablosu incelediğinde veri setini daha iyi şekilde temsil edebilecek 22 sorunun mevcut olduğu saptanmış ve bu sorular nihai teste alınmıştır. Nihai testin Cronbach’s Alpha Katsayısı 0,710 olarak hesaplanmıştır. Cronbach Alfa katsayısının (α) 0.60-0,90 arasında olması testten alınan puanların oldukça güvenilir olduğunu gösterir.

Copyright of Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Gazi Journal of Educational Sciences (GJES) is the property of Gazi Journal of Educational Sciences (GJES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anadolu University Journal of Education Faculty (AUJEF) is the property of Anadolu Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mersin University Journal of Linguistics & Literature / Mersin Üniversitesi Dil ve Edebiyat Dergisi is the property of Mersin University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Literature review shows that the development process of an achievement test is mainly investigated in dissertations. Moreover, preparing a form that will shed light on developing an achievement test is expected to guide those who will administer the test. In this line, the current study aims to create an "Achievement Test Development Process Control Form" and investigate the achievement tests for Maths based on this form. Document analysis was conducted within the framework of qualitative research and was done based on descriptive analysis. Within the scope of the research, 1683 articles published in designated journals between 2015-2020 were reviewed. It was determined that a mathematics achievement test was developed in 39 of these articles, which were coded on the control form. The articles that were included in the scope of the current study were investigated in terms of the type of items used in the tests, the theory or practice on which the test was developed, the use of rubric for open-ended items, the number of items in the pilot and final form, features of the test form as well as those pertaining to the table of specifications, the features of item pool, the evaluation of pilot testing, the evaluation of real study, test validity and reliability, and the setting in which tests were administered. The current study findings show that mostly an item pool was not prepared, the pilot application was not conducted or was not specified, and even if it was conducted, item analysis was not performed, test forms or example items were not included in the articles, and there were some deficiencies regarding validity. On the other hand, it was clear that the articles mostly specified the test goal and reported the reliability coefficient. In light of the currentfindings, some suggestions are provided for test developers and those who will administer these tests. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed at detecting the compatibility between the classical theory and the two-parameter logistic model in conformity the items of an achievement test in mathematics. To achieve the aim of the study, an achievement test was built in the mathematics subject of the eighth basic grade. The test consisted of (50) multiple-choice items, and it was applied to a purposive sample of (580) male and female students of the eighth basic grade in the Nablus Governorate. The researcher relied on the SPSS software to analyses the data according to the classical theory, while the MULTILOG.7 software was used to analyse the data according to the two-parameter logistic model. The results showed that (49) items conformity the classical theory, while all the items conformity the Item Response Theory according to the two-parameter logistic model. The value of the reliability coefficient of the test according to the classical theory was (0.921), while it was according to the two-parameter logistic model (0.953), while the validity coefficient according to the classical theory was (0.945) and according to the two-parameter logistic model (0.895). [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to develop an achievement test that has measurement reliability and validity to evaluate the achievements of 8th-grade students about seasons. When the test on seasons was examined, it was seen that there was no test development work other than the studies on misconceptions. The survey method and test development steps are used within the scope of the study. The participants of the study consisted of 347 eighthgrade students who completed the subject of seasons and studied at schools in a province in Central Anatolia and its district centers in the 2020-2021 academic year. Within the scope of the study, an achievement test including 30 multiple-choice questions on F.8.1.1 Formation of Seasons in the science curriculum published in 2018 was prepared. The validity and reliability studies of the test have been done. While preparing the indicator table for the content validity of the test, FACTOR analysis was performed to ensure the construct validity and the Kaiser-Meyer-Olkin (KMO) value was found to be 0.743. The Kuder-Richardson 20 (KR-20) reliability coefficient of the test was calculated as 0.83. It was observed that the average difficulty (pj =0.44) and average discrimination (rj =0.50) values of the items that were decided to be in the test, although there were items that were edited or removed as a result of the analysis. As a result of the study, a valid and reliable achievement test consisting of 27 items was developed on the formation of the seasons. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In Saudi Arabia, high school education has always been blamed for students' weaknesses in the English language. Teachers have been accused of overestimating students' scores in English language courses, resulting in evaluations that do not reflect the students' real levels. Consequently, students believe that they are good enough at English and can survive in an English program at the college level when they are not. The paper is an attempt to bridge the gap between learning English in public schools and at college level. It will try to answer a significant question about whether students' scores in high school and preparatory years are able to predict their performances at the college level -- particularly students majoring in English language. It also explores the factors that affect university students' GPAs who are majoring English. A total of 107 students participated in the study by providing their grades in the three levels and responding to a survey to explore their attitudes toward activities that encourage them to learn English in the Saudi Arabian education system. The results showed that high school and preparatory year grades aligned with only a small number of the participants' college grades. This indicates that earlier grades cannot predict students' performances at the university level. Moreover, the results confirm the dominance of the grammar-translation method in teaching English at all three levels. Finally, the results confirm a strong correlation between practicing more activities and improving second language learning. More research is required to explore the factors that influence students' English learning. [ABSTRACT FROM AUTHOR]

The aim of this research is to study the effect of Jigsaw strategy on the skillful thinking of second-grade intermediate students in science. Where the researcher formulated the hypothesis of the study as follows: “There are no statistically significant differences at the level of (0.05) between the average scores of the experimental group of students studying the science subject according to the strategy (Jigsaw in smart thinking) and the average scores of the control group of students studying the same subject according to The traditional method for their educational attainment.”The research was conducted at a school in Taglob in Ninawah, and included 59 students in two groups: the first was a control group, and the second was an experimental one. The first was 29 students, and the second 30 male students, in order to find out the effect of the Jigsaw strategy on the students' smart thinking, the researcher conducted the pre-post test. The validity of the tool was confirmed by presenting it to specialized arbitrators, and it was with a reliability factor (86). As for the coefficient of stability for subtle thinking, it reached (81), and as the results showed the superiority of the teaching method based on the Jigsaw strategy in skillful thinking surpassed the traditional method of teaching in the achievement test for the science subject of the second intermediate grade, and the researcher presented a number of conclusions, recommendations and proposals

One of the purposes of education and active learning is to promote a more engaging classroom that is both interactive and productive for the students. This study seeks to look at this purpose in a very holistic way by combining academic achievement, students’ attitudes, and motivation in determining how much active learning has impacted the education process. By incorporating the Mathematics Achievement Test, the attitudes test, the motivation survey, and finally a more statistically reliable MANOVA test, this study seeks to find out the effect of active learning in classrooms. 10th-grade students from Nurorda school in Nur-Sultan Kazakhstan took part in the research and were divided into two groups, the experimental and the control group. The students were initially informed about the study and a pre-test was administered to both groups; the control group was taught using the normal lecture-based method while the experimental group was taught using active learning educational platforms. The study was then conducted for a period of 6 weeks, quizzes were being administered through a whiteboard and multiple-choice questions and a final test given to students. After the study period ended, a posttest was the administered to both groups and the results of the tests gathered for analysis using the MANOVA technique to test for significant difference between the two methods being tested. The study suggests that students in the experimental group from the active learning class had a more productive education process in terms of achievement, however, there was no significant difference found in attitudes or motivation between them and the control group. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mediterranean Educational Research Journal / Akdeniz Eğitim Araştırmaları Dergisi is the property of Turkish Educational Research Association (TERA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study adopted Causal Comparative research design. A sample of 270 students was selected from five schools using stratified sampling technique. Three instruments: Three Options Mathematics Achievement Test (TOMAT) (r = 0.76), Four Options Mathematics Achievement Test (FOMAT) (r = 0.84) and Five Options Mathematics Achievement Test (FIOMAT) (r = 0.70), were used for data collection. 3-way ANOVA was used to test the hypotheses at 0.05 level of significance. Results of the analyses showed a significant effect of option length on students' Mathematic achievement (F2, 267 = 19.652; P (0.00) < .05); no significant effect of gender on students' Mathematics achievement (F1, 267 = .732; P (.482) > .05); a significant effect of field of study on students' Mathematics achievement (F2, 267 = 12.623; P (.000) < .05), and a significant effect of option length and gender on students' Mathematics achievement (F2, 267 = 3.504; P (.032) < .05). It is therefore recommended that teachers of Mathematics should endeavor to devote more time and expertise to test construction, especially in the area of option length as this goes a long way in influencing students' achievement in the subject.

Assessment reform has been one of the major concerns of English teaching reform in senior secondary vocational schools in China. The Achievement Test on English Teaching in senior secondary vocational schools in Beijing was launched in June 2015 to better assess the effects of English teaching and learning in senior secondary vocational schools. Students who have completed the basic module of the English course take the test. This paper reviews briefly the history of achievement test, discusses the research on washback at home and abroad, and analyses the structure and components of the achievement test carried out in Beijing. It focuses on the washback effect of the achievement test in particular by comparing and contrasting the expected effect of the test with the real feelings and behaviors of teachers, thus providing implications for English teaching and learning. This paper concludes with the observation that while the achievement test has a number of positive effects, efforts nonetheless need to be made to prevent any potential negative effects. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)