Browsing by Author "Guzel, Mehmet Akif"

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Citation - WoS: 1
Citation - Scopus: 2
Metacognitive Monitoring and Mathematical Abilities: Cognitive Diagnostic Model and Signal Detection Theory Approach
(Turkish Education Assoc, 2021) Basokcu, Oguz Tahsin; Guzel, Mehmet Akif
Besides various in-class assessments, there exist some standardized assessment tools that are administered in several countries, such as PISA (Programme for International Student Assessment) and TIMMS (Trends in International Mathematics and Science Study). The questions' contents, type of responding, grading, and the analyses in these large-scale tests have been diversified in years. In this study, it was aimed to identify the abilities that are measured at PISA mathematics test in a single testing procedure and by utilizing the methods of analyses of Cognitive Diagnostic Model (CDM) as well as Signal Detection Theory (SDT), which have not been used so far in the assessment of these abilities. Therefore, a randomly selected sample of 6th-grade students (N=230) in Izmir was tested with a PISA-equivalent 12-item mathematics test, where the items are graded dichotomously (correct vs. incorrect). CDM estimates were calculated by using the Deterministic Input Noisy Output and Gate (DINA) Model. The participants were asked to report whether they thought they could solve the question correctly, guess even if they thought they could not solve the question, and then, rate their confidence levels on the correctness of their answers in turn so as to allow us to measure their "metacognitive monitoring performance" with the SDT method, which refers to the ability to differentiate correct and incorrect responses. In short, a better metacognitive monitoring performance was obtained by measuring how well once could differentiate their correct and incorrect responses with the observation of they prefer reporting and then giving high confidence levels to the actually correct responses and prefer passing to give an answer yet rate lower confidence levels to the actually incorrect responses given as pure guesses. The results showed that CDM fits well to the assessment of PISA test and those who were better at the ability of "reasoning and developing strategies" in particular among four possible abilities detected with CDM ("representing and communicating", "mathematization", "reasoning and developing strategies", "using symbolic and technical language") had also better metacognitive monitoring performance. The present study, therefore, contributes to the research that investigates what features the ability of better differentiating correct and incorrect responses are actually linked. Based on the results, it is suggested that a better metacognitive monitoring ability is linked to having a better ability of "reasoning and developing strategies" in particular. Additionally, it is suggested that measuring metacognitive monitoring performance at PISA -or even any other possible tests- with the SDT calculation method, that has a relatively straightforward testing procedure, may yield various estimates for the students' abilities measured at the test as well as their related higher-order abilities.
Citation - WoS: 4
Citation - Scopus: 4
Beyond Counting the Correct Responses: Metacognitive Monitoring and Score Estimations in Mathematics
(Wiley, 2022) Basokcu, Tahsin Oguz; Guzel, Mehmet Akif
This study investigated how well students differentiate their responses' accuracies (metacognitive monitoring) and estimate their test scores beyond counting-and counting on-the number of correct responses alone. Monitoring abilities of 2832 sixth-graders (1410 male and 1422 female native in Turkish) at an 11-item Program for International Student Assessment (PISA)-equivalent mathematics test were measured via response-contingent Type-2 signal detection theory. The students also made score estimations right before and immediately after completing the test (pre- and posttest estimations, respectively). Although high-scoring students underestimated and low-scoring ones overestimated how they would perform in the test, high-scorers were accurate in their posttest estimations unlike the low-scoring group, where the lattaer retained their overestimation tendencies. Having better monitoring performance, the high-scoring group could subsequently calibrate their posttest estimations. Additional assessment methods such as measuring monitoring and score estimations seem to have the potential to reveal how mathematics students behave before, during, and after responding.
Citation - WoS: 2
Citation - Scopus: 2
Knowledge About Others' Knowledge: How Accurately Do Teachers Estimate Their Students' Test Scores
(Springer, 2023) Guzel, Mehmet Akif; Basokcu, Tahsin Oguz
Besides learners' awareness of their knowledge, a growing number of studies also emphasise the importance of teachers' awareness of how well their students perform to adjust their teaching strategies accordingly. Therefore, proposing a multi-layered metacognitive regulatory model in teaching first, we investigated whether estimation type, item difficulty, and class performance affect teachers' judgment accuracies ([JAs], i.e., score estimations). Teachers (N=38) of 86 classes made item-by-item and overall estimations of their classes' test scores (N=2608 sixth-graders native in Turkish) at a PISA-equivalent mathematics test that was developed in the earliest phase of the current long-term research project. The results showed that teachers' item-by-item estimations were below their classes' actual performance, unlike their overall estimations. Teachers of low-performance classes were less accurate than those of high-performance classes. These teachers also showed the clearest underestimation for the easy questions, whereas teachers of high-performance classes overestimated their classes' scores for the difficult questions. This dissociation implied that the teachers 'must have' primarily used their perceptions about their classes (e.g., classes' existing performance) as a mnemonic judgment cue rather than item difficulty as an external cue when making their score estimations. The implications of the results were discussed in the light of existing literature and suggestions for prospective research were given.