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    A Bibliometric Analysis: A Tutorial for the Bibliometrix Package in R Using IRT Literature
    (Assoc Measurement & Evaluation Education & Psychology, 2022) Buyukkidik, Serap
    The bibliometrix package in R programming language, which is frequently used in bibliometric analysis, was introduced in this research. The article aimed to illustrate the various analyses applied in a bibliometric study. For this purpose, articles containing the item response theory (IRT) or item response modeling or item response model terms in the abstract were searched in the Thomson Reuters Clarivate Analytics Web of Science (WoS at http://www.webofknowledge.com), and bibliometric data was downloaded. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) steps were followed in the study. Data from 3388 IRT-related articles on education and psychology, searched between 2001 and 2021, were used in the study. Data were analyzed with the bibliometrix package. Some of the stages in data analysis were shared with screenshots. As a result of data analysis through the real data set, the author's keywords related to IRT were item response model, differential item functioning, psychometrics, assessment, measurement, reliability, validity, Rasch model, and measurement invariance. The countries with the highest number of citations in IRT studies were the USA, Canada, Netherlands, United Kingdom, and China, respectively. Turkey ranked 12th in IRT studies with 434 citations. It was thought that bibliometric analysis of articles related to IRT would shed light on researchers in the field of psychometrics.
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    Analyzing the Effects of Test, Student, and School Predictors on Science Achievement: An Explanatory IRT Modeling Approach
    (Assoc Measurement & Evaluation Education & Psychology, 2022) Buyukkidik, Serap; Bulut, Okan
    This study aimed to investigate the impact of item features (i.e., content domain), student characteristics (i.e., gender), and school variables (i.e., school type) on students' responses to a nationwide, large-scale assessment in Turkey. The sample consisted of 7507 students who participated in the 2016 administration of the Transition from Primary to Secondary Education Exam (TPSEE, referred to as IEOG in Turkey). Explanatory item response modeling was used for analyzing the effects of content domain, gender, school type, and their interactions on students' responses to the science items on the exam. Five explanatory models were constructed to examine the effects of the item, student, and school variables sequentially. Results indicated that female students were more likely to answer the items correctly than male students. Also, students from private schools performed better than students from public schools. In terms of content, the biology items appeared to be significantly easier than the physics items. All interactions between the predictors were significant except for the Gender x School Type and Content x Gender x School Type interactions. The interactions between the predictors suggested that test developers, teachers, and stakeholders should be aware of potential item-level bias occurring in the science items due to complex interactions among the items, students, and schools characteristics.
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    Purification procedures used for the detection of gender DIF: Item bias in a foreign language test
    (Izzet Kara, 2023) Buyukkidik, Serap
    In the current study, differential item functioning (DIF) detection using real data was conducted with the application of Mantel-Haenszel (MH), Simultaneous item bias test (SIBTEST), Lord's chi-square, and Raju's area methods, both when item purification was carried out and when item purification was not. After detecting gender-related DIF, expert opinions were obtained for a bias study since it is important to conduct gender bias research in the English test. Additionally, in the relevant literature, there were some DIF studies, but not completely similar bias studies. The sample of the research consisted of 7,389 students who took the Transition from Primary to Secondary Education Exam (TPSEE, referred to as TEOG in Turkish) administered in April 2017. When gender-related DIF analysis was performed with the aforementioned four methods, the results were found to differ partially. DIF analysis results differed in different conditions based on whether item purification was performed or not. Furthermore, the detection of DIF was indicative of potential bias. In the second stage of the study, the opinions of seven experts were sought for item 11, for which DIF was detected at least at B level based on MH, SIBTEST. As a result of expert opinion, it was established that there was no bias based on gender in any of the items in the English test. It is advised that akin bias studies be carried out to enable test developers to be aware of characteristics that may result in item bias and construct unbiased items.
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    Scaling Gifted Children's Dominant Characteristics Using Pair-Wise Comparison Method
    (Ankara Univ, Fac Educational Sciences, 2021) Buyukkidik, Serap; Simsek-Batar, Ayse
    Introduction: In this study, it is aimed to conduct a scaling study to determine the dominant characteristics of gifted children who attend Science and Art Centers (SAC). In this scaling study, the opinions of the parents of the children identified with gifted were taken. Method: The dominant characteristics of gifted children were collected under eight statements by the researchers. Data were collected from 204 parents who voluntarily participated in the descriptive research. Findings: At the end of the scaling process with the Vth case and the IIIrd case full data matrix, it was seen that the parents ranked the dominant characteristics in gifted children as strong curiosity, keen powers of observation ability, vivid imagination, high degree of creativity, rapid learning ability, good problem solving/reasoning ability, extensive vocabulary, and perfectionism, respectively. Discussion: At the end of the research, it has been determined that the stimulus sequences obtained by the Vth case and the IIIrd case equations are completely consistent with each other. When the scale values are examined, it is seen that the intervals of the scale values obtained from the IIIrd case equation are wider than the Vth case equation. The scale values obtained from the IIIrd case equation are higher than the scale values obtained from the Vth case equation.