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The study follows a structured process including defining the test purpose, specifying measurable properties, writing and reviewing items, preparing and administering the trial form, scoring, conducting item analysis and selection, and finalizing the test. The study group includes 295 students from two different schools.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/6th-grade-science-ability-test-validity-and-reliability-research/589160/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/6th-grade-science-ability-test-validity-and-reliability-research/589160.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the research?","Question",{"text":112,"@type":113},"To develop a science ability test for 6th grade students and to conduct validity and reliability studies for the developed test.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the test development process carried out?",{"text":117,"@type":113},"The study defined the test purpose and measured properties, wrote and reviewed items, prepared and applied a trial form, scored the test, performed item analysis and selection, and produced a final form.",{"name":119,"@type":110,"acceptedAnswer":120},"What reliability and validity evidence was reported for the test?",{"text":121,"@type":113},"Item difficulty, discrimination, and item-total correlations were reported, with an overall difficulty coefficient of 0.53 and a discrimination index of 0.47. Reliability was supported by a KR-20 coefficient of 0.84 and a split-half value of 0.71.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589160,1792171905,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","6TH GRADE SCIENCE ABILITY TEST VALIDITY AND  \nRELIABILITY RESEARCH  \nİclal ALKAN, Nevzat BAYRİ  \nAbstract: The aim of this research is to develop a test to determine the Science ability of 6th grade students. For this purpose, taking into consideration the 6th grade Science course outcomes; ability test was developed and validity and reliability studies were conducted. In the study, the steps of determining the purpose of the test, determining the properties to be measured, writing the items, reviewing the items, preparing the trial form, applying the trial form, scoring the test, item analysis and selection, and the final form of the test were followed, respectively. The study group of the research consists of 295 students studying in two different schools. According to the findings, item difficulty indexes of the questions in the developed ability test ranged between 0.26 and 0.80, while item discrimination indexes varied between 0.32 and 0.68. Item-total correlations of questions take values between 0.27 and 0.51. While the overall difficulty coefficient of the questions in the test was 0.53, the discrimination index was calculated as 0.47. The KR-20 reliability coefficient calculated for the reliability of the test was 0.84, and the split-half value was  \n0.71. It can be said that the ability test developed in line with all these results is valid and reliable. Key words: Science education, ability test, test development  \n1. Introduction  \nEducation is defined as the process of revealing the desired changes in an individual's behavior (Ertürk, 1984) . It is necessary to determine whether it is successful in the process or the level of behavioral change expected from the individual (Erdoğdu & Kurt, 2012) . This requirement can be met by measurement and evaluation. For this reason, measurement and evaluation (Ayaydın, 2010), two different concepts, is an indispensable element of the education process (Yeşilyurt, 2012) . According to Turgut and Baykul (2010), measurement is defined as \"observing the properties of objects and expressing the results with numbers or symbols\" . Evaluation is the comparison of the value obtained as a result of the measurement with a criterion and reaching a decision (Bahar, Nartgün, Durmuş, & Bıçak, 2012) . It is very important to make the measurement process flawlessly in determining whether the goals in the curriculum have been reached or not. In order to make important decisions in education, it was emphasized that teachers (practitioners) should correctly choose the data collection tool they will measure (McDonald, 2002) .  \nRelevant valid and reliable measurement tools are needed in order to determine the realization levels of the goals and behaviors determined in science education and to measure student achievement (Gönen, Kocakaya, & Kocakaya, 2011) . Open-ended questions, true-false, short-answer, multiplechoice tests, questionnaires, and two-stage tests related to the measurement of students' achievement are used in all areas of education (Şimşek, 2007) . Among the mentioned measurement tools, multiple choice tests are frequently preferred because they provide the opportunity to measure both simple and complex concepts with ease of use (Küçükahmet, 2002; Ogan Bekiroğlu, 2004; Özçelik, 1998) . Multiple-choice tests, which are frequently used to reveal students' lack of knowledge and misleading, are easy to apply and score together with well-prepared distractors (Demirci & Efe, 2007; Kan, 2014) .  \nThe relationship between the mental development of individuals and their ages is measured through skill tests (Tezbaşaran, 1994) . With these measurement tools, the individual's learning power, general abilities, special abilities or ability to cope with cognitive problems are measured (Atılgan, Kan, & Aydın, 2017) . Ability tests; it is examined in three groups as general ability, special ability and different ability tests (Tezbaşaran, 1994; Yıldırım, 1999) . The test that is used to measure th","cbCaif4qBxiRpXTl","https://ap.wps.com/l/cbCaif4qBxiRpXTl","pdf",288844,"English","# Introduction\n## Measurement and evaluation in education\n## Test types and ability tests\n## Need for a general science ability test","[{\"question\":\"What is the main aim of the research?\",\"answer\":\"To develop a science ability test for 6th grade students and to conduct validity and reliability studies for the developed test.\"},{\"question\":\"How was the test development process carried out?\",\"answer\":\"The study defined the test purpose and measured properties, wrote and reviewed items, prepared and applied a trial form, scored the test, performed item analysis and selection, and produced a final form.\"},{\"question\":\"What reliability and validity evidence was reported for the test?\",\"answer\":\"Item difficulty, discrimination, and item-total correlations were reported, with an overall difficulty coefficient of 0.53 and a discrimination index of 0.47. Reliability was supported by a KR-20 coefficient of 0.84 and a split-half value of 0.71.\"}]","6TH GRADE SCIENCE ABILITY TEST VALIDITY AND RELIABILITY RESEARCH | PDF",1792066666,23]