Developing An Achievement Test for Fraction Teaching: Validity and Reliability Analysis

• Main Authors: Bal-Incebacak Belgin, Ersoy Esen
• Format: Article
• Language: English
• Published: EDP Sciences 2017-01-01
• Series: ITM Web of Conferences
• Online Access: https://doi.org/10.1051/itmconf/20171301003

The aim of the study is to develop an achievement test that can be used to measure the achievement status of elementary school 4th grader students in terms of their fractions learning in mathematics courses. Examining the literature, it is visible that there are 8 development stages of the achievement test.. ITEMAN 3.5 package software was employed to analyze the validity and reliability of the test. Statistical analysis of the test reveals that KR-20 Internal Consistency and KR-21 Internal Consistency are 0.90. This value indicates that the consistency of the test is high. The average discrimination of the test is 0.80, which indicates that the test is highly distinctive among students. The average strength of the test has been calculated as 0.67. Therefore, it has been determined that the test should be both easy and distinctive when it comes to measuring the effectiveness of the teaching method. The result of the analysis suggest that when consistency and distinctiveness values are considered, the developed test is not only easy to use but also highly distinctive. Finally, it has been discovered that the academic achievement test for fraction teaching is valid and reliable.