Analyzing the Effects of Test, Student, and School Predictors on Science Achievement: An Explanatory IRT Modeling Approach

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dc.authoridBulut, Okan/0000-0001-5853-1267
dc.contributor.authorBuyukkidik, Serap
dc.contributor.authorBulut, Okan
dc.date.accessioned2025-03-23T19:27:29Z
dc.date.available2025-03-23T19:27:29Z
dc.date.issued2022
dc.departmentSinop Üniversitesi
dc.description.abstractThis 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.
dc.identifier.doi10.21031/epod.1013784
dc.identifier.endpage53
dc.identifier.issn1309-6575
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85152538955
dc.identifier.scopusqualityN/A
dc.identifier.startpage40
dc.identifier.trdizinid1069431
dc.identifier.urihttps://doi.org/10.21031/epod.1013784
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1069431
dc.identifier.urihttps://hdl.handle.net/11486/4909
dc.identifier.volume13
dc.identifier.wosWOS:000790080800004
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherAssoc Measurement & Evaluation Education & Psychology
dc.relation.ispartofJournal of Measurement and Evaluation in Education and Psychology-Epod
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250323
dc.subjectExplanatory item response modeling
dc.subjectscience
dc.subjectschool type
dc.subjectgender
dc.subjectcontent
dc.titleAnalyzing the Effects of Test, Student, and School Predictors on Science Achievement: An Explanatory IRT Modeling Approach
dc.typeArticle

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