Abstract
The validity and reliability analysis of developing a test for the fourth-grade mathematics curriculum's geometric shapes was described in this study. For this purpose, the elementary school fourth-grade mathematics curriculum (2018) was reviewed, the gains related to "Geometric Shapes" was listed, and a table of indicators was prepared. Based on this table, 21 multiple-choice and 5 open-ended items were created. After getting the experts’ opinions, the items were placed in the test according to difficulty level and test's appearance validity. A period of 40 minutes has been set for the implementation of the test. The test was administered one-on-one to 8 students from the 4th grade who already studied the subject to demonstrate test items' power to measure the intended properties and understandability. The students were asked to answer the questions by thinking aloud, and the test was revised accordingly. For the test's actual implementation, 203 students attending primary schools (4th grade) in the Altıeylül district of Balıkesir province in the 2017-2018 academic year were selected by random sampling method. The results of the test were analyzed with the R program. Item difficulty, item discrimination index, reliability, and construct validity analysis were performed with tetrachoric factor analysis. Five items with an item difficulty index less than 0.19 and two items with an item discrimination index below zero were removed from the test. Besides, six items with item discrimination between 0 and 0.19 were revised and included in the test. As a result, the 19-question final test consisting of 16 multiple-choice and 3 open-ended questions, was created. While calculating the Kuder Richardson-20 (KR-20) statistics, a manual calculation was performed using the R program. The KR-20 value was found to be 0.68. The answering time of the test was set as 30 minutes. The validity and reliability analysis results showed that the test could be used as a valid and reliable test on the 4th Grade Mathematics course's geometric shapes subject.
Highlights
Suggested Citation Öksüz, C. and Genç, G. (2021)
Accurate measurement of the education process is closely related to the diversity of measurement tools used
Most of the measurement tools used in the education process are achievement tests in which cognitive skills are measured
Summary
Suggested Citation Öksüz, C. and Genç, G. (2021). Validity and reliability study of the geometric shapes achievement test for 4th grade, Inonu. In today's understanding of education, the concept of "school" can be defined as indoor and outdoor spaces where activities are carried out to provide students with cognitive (mental), affective, and motor skills (Özçelik, 2013) To determine whether these activities are successful at the targeted level, the skills that students are expected to gain should be measured. Achievement tests in education are widely used measurement tools to determine students' learning levels, identify how much the subject is gained, determine possible learning difficulties, and obtain concrete evidence about students' learning status at different grades (Gül, 2014). These tests should possess three features that must be scientifically present in a measurement tool: validity, reliability, and practicality. To administer a standard achievement test in schools and evaluate students’ achievements through its results, it is necessary to consider the target learning achievements set by the Ministry of National Education (MoNE) for each course and grade level (Çakan, 2003)
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