Yazar "Kalyoncu, M. Rahman" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • [ X ]
    Öğe
    Cloze Tests in Measuring Reading Comprehension Levels
    (Turkish Education Assoc, 2025) Kalyoncu, M. Rahman; Memis, Muhammet
    This study, conducted as correlational research, aims to objectively examine the validity of cloze tests in Turkish, which are commonly used to assess reading comprehension levels, general language proficiency, and the readability of written materials, and to evaluate the procedures for using these tests to measure reading comprehension. The study investigates the consistency between multiple-choice reading comprehension tests, frequently used in national exams for their functionality and objectivity, and cloze tests designed and scored using various methods. During the study, a total of eight measurement tools were administered to a sample group of 90 seventh-grade students. These tools consisted of four multiple-choice reading comprehension tests based on four distinct texts and four cloze tests, each systematically deleting a word at a different position within the text. Two scoring methods were applied to the cloze tests, one considering only the exact words as correct and the other accepting alternative words that preserved the meaning of the sentence. Within this scope, approximately 23.000 test items were presented to the students in the study group, and around 43.000 evaluations were conducted on these items. Data collected during the 2023-2024 academic year were analyzed using Pearson correlation analysis, revealing a significant positive relationship between cloze tests and multiplechoice tests. Tests scored by considering only the exact words demonstrated greater consistency, while the correlation decreased when context-preserving alternatives were accepted as correct. The highest correlation occurred when every sixth word was systematically deleted. Based on the findings, it is recommended that in cloze tests, exact words should be accepted as correct instead of context-preserving words, every 6th word should be systematically deleted, and the tests should be systematically integrated into measurement and evaluation practices.
  • Küçük Resim
    Öğe
    Target Vocabulary in Turkish Textbooks in Terms of Quantity, Quality and Consistency
    (T.C. Milli Egitim Bakanligi, 2025) Memiş, Muhammet; Kalyoncu, M. Rahman
    This study, structured through the content analysis method, one of the qualitative research methods, aims to identify and examine the target words, idioms, and proverbs intended to be taught through activities and assessment practices in Turkish textbooks. To achieve this goal, all Turkish textbooks (19 in total) used in the 2023–2024 academic year were reviewed by the researchers, and the target words, idioms, and proverbs intended to be taught within these sources were identified. Following this process, a frequency analysis of the collected data revealed that there was no consistency in terms of the quality and quantity of the target vocabulary among textbooks prepared for the same grade level. Furthermore, the target words in textbooks prepared for different grade levels were found to be similar, with some words that students were already expected to have learned being repeatedly included in vocabulary teaching activities. It was also determined that the number of target words did not show a consistent increase or decrease in parallel with grade levels, and that words with very low usage frequency and little relevance to everyday life were presented as target words. Consequently, the study concluded that there are specific issues with the selection, consistency, gradation, number, repetition, and quality of target words in Turkish textbooks. To address these issues, the study suggests the development of target word lists by grade level, the standardization of the words and the number of words to be taught, the establishment of coordination and interaction among textbook authors to ensure gradation and consistency in textbooks, and the addition of a guide on target vocabulary to the Turkish teaching program. © (2025), (T.C. Milli Egitim Bakanligi). All rights reserved.