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İlköğretim Öğrencilerinin Okuryazarlık Becerilerinin Ölçülmesi: Sistematik İnceleme

Year 2025, , 1147 - 1196, 01.05.2025

Şehide Kılınç

https://doi.org/10.37669/milliegitim.1593297

Abstract

Bu araştırmada, ilköğretim öğrencilerinin okuryazarlık becerilerinin ölçülmesine ilişkin ulusal ve uluslararası literatürü sistematik olarak incelemek amaçlanmıştır. 10 yıllık bilgi birikimine odaklanan bu çalışmada, 2014 ile 2024 yılları arasında okuryazarlık becerilerinin ölçülmesi ile ilgili ulusal ve uluslararası dergilerde yayınlanan ve ölçütlerimizi karşılayan 15 ulusal ve 31 uluslararası olmak üzere toplam 46 makale incelenmiştir. Araştırma sonuçları, ulusal ve uluslararası çalışmaların çoğunda nicel metodolojiler kullanıldığını, büyük örneklem gruplarıyla çalışıldığını, ölçek geliştirme çalışmalarının Likert tipi ölçek ile çoktan seçmeli madde tasarımları içerdiğini, ölçme araçlarının geçerlilik ile güvenirliğine ilişkin psikometrik verilerin raporlandığını göstermiştir. Ulusal alandaki çalışmalarda ölçek geliştirme çalışmalarının çoğunlukta olduğu sonucuna ulaşılmıştır. Uluslararası alandaki çalışmaların yöntem, örneklem ve alternatif ölçme yaklaşımlarının çeşitliliği bakımından ulusal alandaki çalışmalardan farklılaştığı sonucuna ulaşılmıştır. Araştırma sonuçlarından hareketle okuryazarlık becerilerinin ölçülmesi ile ilgili özellikle ulusal alandaki çalışmaların yöntem, örneklem özellikleri, alternatif ölçme yaklaşımları gibi açılardan zenginleştirilerek bu alandaki açığın doldurulması önerilmektedir.

Keywords

geçerlilik ve güvenirlik okuryazarlık becerileri ölçme ilköğretim sistematik inceleme

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Measuring Literacy Skills of Primary Education Students: A Systematic Review

Year 2025, , 1147 - 1196, 01.05.2025

Şehide Kılınç

https://doi.org/10.37669/milliegitim.1593297

Abstract

This study aimed to conduct a comprehensive and systematic examination of the literature at the national and international levels on the assessment of literacy skills among primary school students. This study analysed 46 articles, 15 national and 31 international, published in national and international journals between 2014 and 2024. The research results indicated that most national and international studies use quantitative methodologies and work with large sample groups. Scale development studies included Likert-type scales and multiple-choice item designs, and psychometric data on the validity and reliability of the measurement tools were reported. It was determined that scale development studies represent the majority of national studies. International studies diverge from national studies with respect to methodology, sample selection, and the variety of alternative measurement techniques employed. In light of the findings of this research, the identified gap in this field should be addressed by enriching national studies on the measurement of literacy skills in terms of methods, sample characteristics, and alternative measurement approaches.

Keywords

literacy skills measurement primary education systematic review validity and reliability.

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There are 127 citations in total.

Details

Primary Language Turkish
Subjects Measurement and Evaluation in Education (Other), Primary Education
Journal Section Research Article
Authors

Şehide Kılınç 0000-0002-8862-8593

Publication Date May 1, 2025
Submission Date November 29, 2024
Acceptance Date February 19, 2025
Published in Issue Year 2025

Cite

APA Kılınç, Ş. (2025). İlköğretim Öğrencilerinin Okuryazarlık Becerilerinin Ölçülmesi: Sistematik İnceleme. Milli Eğitim Dergisi, 54(246), 1147-1196. https://doi.org/10.37669/milliegitim.1593297