Comparison of Item Difficulty Levels Obtained As Per Two Different Methods
Comparison of Item Difficulty Levels Obtained As Per Two Different Methods

Summary/Abstract: In this study, a multiple choice test which is composed of 19 articleswhich is prepared as per the scope of lesson of Measurement and Evaluationin Education, has been applied as interim exam to 207 teacher candidates whoare getting education at the Faculty of Education. The difficulty levels of itemswhich are in the test have been calculated as per Classic Test Theory. Thedifficulty levels of the same questions as being perceived by teachercandidates are calculated as per Classification judgment which is one of theScaling methods and it was aimed to determine whether the difficulty levelesobtained as being based on both two methods differentiated or not. Again onthe other hand, it was also determined whether there is a relation at ameaningful level between item difficulty levels being obtained as per both twomethods and the direction and level of the relationship if it existed. While itwas reached to the finding that item difficulty levels obtained as per both twomethods differentiated even if a little, in order to determine if there is a relationbetween item difficulty levels obtained as per both two methods, correlationtechnique of Pearson and Spearman is used. Coefficient values relating withitem difficulty levelts obtained as per both two correlation techniques cameout to be the same, while the correlation coefficient (𝑟 = 0,73) between itemdifficulty levels obtained as per Classic test theory (CTT) and item difficultylevels perceived as per Classification judgments was found to be meaningfulat a high level. This reveals that both two methods produced similar resultswith respect to item difficulty levels.

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