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The Number of Response Categories and the Reverse Directional Item Problem in Likert-Type Scales: A Study with the Rasch Model

Yıl 2017, Cilt: 8 Sayı: 3, 321 - 343, 30.09.2017
https://doi.org/10.21031/epod.321057

Öz

This study addressed reverse directional item and the number of response categories problems in Likert-type scales. The Fear of Negative Evaluation Scale (FNES) and the Oxford Happiness Questionnaire (OHQ) were used as data collection tools. The data of the study were analyzed according to the Rasch model. The analysis found that the observed and expected test characteristic curves were largely overlapped, each of the three rating scales worked effectively, and the differences between response categories could be distinguished successfully by the participants in straightforward directional items. On the other hand, it was determined that there were significant differences between the observed and expected test characteristic curves in reverse directional items. It was also found that no matter which one of these three, five and seven-point rating scales was used, the participants could not distinguish the response categories of the reverse directional items on the FNES and the OHQ. Afterwards, the reverse directional items were removed from the data file, and the analysis was repeated. The analysis results revealed that item discrimination, reliability coefficients for person facet, separation ratios and Chi square values calculated for the facets of person and items were higher in five-pointed rating compared to three and seven pointed rating.


Kaynakça

  • Adelson, J.L., & McCoach, D.B. (2010). Measuring the mathematical attitudes of elementary students: The effects of a 4-point or 5-point Likert-type scale. Educational and Psychological Measurement, 70(5), 796-807. http://dx.doi.org/10.1177/0013164410366694 Ahlawat, K.S. (1985). On the negative valence items in self-report measures. The Journal of General Psychology, 112(1), 89-99. http://dx.doi.org/10.1080/00221309.1985.9710992
  • Aiken, L.R. (1983). Number of response categories and statistics on a teacher rating scale. Educational and Psychological Measurement, 43(2), 397-401. http://dx.doi.org/10.1177/001316448304300209
  • Bachman, J.G., & O’Malley, P.M. (1984). Yea-saying, nay-saying, and going to extremes: Black-white differences in response styles. The Public Opinion Quarterly, 48(2), 491-509. http://dx.doi.org/10.1086/268845 Baker, F.B. (2001). The basics of item response theory. ERIC Clearinghouse on Assessment and Evaluation, University of Maryland, College Park, MD.
  • Barnette, J.J. (1999, April). Likert Response Alternative Direction: SA to SD or SD to SA: Does It Make a Difference? Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada. Retrieved from http://eric.ed.gov/?id=ED429125
  • Benson, J., & Hocevar, D. (1985). The impact of item phrasing on the validity of attitude scales for elementary school children. Journal of Educational Measurement, 22(3), 231–240. http://dx.doi.org/10.1111/j.1745-3984.1985.tb01061.x
  • Bergstrom, B.A., & Lunz, M.E. (1998, April). Rating scale analysis: Gauging the impact of positively and negatively worded items. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA. Retrieved from http://files.eric.ed.gov/fulltext/ED423289.pdf
  • Birkett, N.J. (1986). Selecting the number of response categories for a Likert-type scale. Retrieved from http://www.amstat.org/sections/srms/Proceedings/papers/1986_091.pdf
  • Bolin, B.L., & Dodder, R.A. (1990). The affect balance scale in an American college population. The Journal of Social Psychology, 130(6), 839-40. http://dx.doi.org/10.1080/00224545.1990.9924639
  • Büyüköztürk, Ş. (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 3(2), 133-151. Retrieved from http://www.tebd.gazi.edu.tr/index.php/tebd/article/view/315/297
  • Cicchetti, D.V., Showalter, D., & Tyrer, P.J. (1985). The effect of number of rating scale categories on levels of inter-rater reliability: A Monte-Carlo investigation. Applied Psychological Measurement, 9(1), 31-36. http://dx.doi.org/10.1177/014662168500900103
  • Chamberlain, V.M., & Cummings, M.N. (1984). Development of an instructor/course evaluation instrument. College Student Journal, 18(3), 246-250.
  • Chang, L. (1994). A psychometric evaluation of 4-point and 6-point Likert-type scales in relation to reliability and validity. Applied Psychological Measurement, 18(3), 205-215. http://dx.doi.org/10.1177/014662169401800302
  • Chiorri, C., Anselmi, P., & Robusto, E. (2009). Reverse items are not opposites of straightforward items. In U. Savardi (Ed.), The perception and cognition of contraries (pp. 295-328). Milano: McGraw-Hill.
  • Comrey, A.L., & Montang, I. (1982). Comparison of factor analytic results with two choice and seven choice personality item formats. Applied Psychological Measurement, 6(3), 285-289. http://dx.doi.org/10.1177/014662168200600304 Conrad, K.J., Wright, B.D., McKnight, P., McFall, M., Fontana A., & Rosenheck, R. (2004). Comparing traditional and Rasch analyses of the Mississippi PTSD scale: Revealing limitations of reverse-scored items. Journal of Applied Measurement, 5(1), 15-30. Retrieved from https://www.academia.edu/2832927/Comparing_traditional_and_Rasch_analyses_of_the_Mississippi_PTSD_scale_Revealing_limitations_of_reverse-scored_items Cronbach, L.J. (1950). Further evidence on response sets and test design. Educational and Psychological Measurement, 10(1), 3-31. http://dx.doi.org/10.1177/001316445001000101
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Likert Tipi Ölçeklerde Olumsuz Madde ve Kategori Sayısı Sorunu: Rasch Modeli ile Bir İnceleme

Yıl 2017, Cilt: 8 Sayı: 3, 321 - 343, 30.09.2017
https://doi.org/10.21031/epod.321057

Öz



Bu araştırmada Likert tipi ölçeklerde olumsuz madde ve kategori sayısı sorununun ele alınması amaçlanmıştır. Çalışmada veri toplama aracı olarak Olumsuz Değerlendirilme Korkusu Ölçeği (ODKÖ) ile Oxford Mutluluk Ölçeği (OMÖ) kullanılmıştır. Araştırma kapsamında toplanan veriler Rasch modeline göre analiz edilmiştir. Analiz sonucunda; ODKÖ ile OMÖ’deki olumlu maddelerde gözlenen ve beklenen test karakteristik eğrilerinin büyük ölçüde örtüştüğü, her üç kategori sayısının da etkin bir biçimde çalıştığı ve ölçek kategorileri arasındaki farkların katılımcılar tarafından başarılı bir biçimde ayırt edildiği belirlenmiştir. Öte yandan olumsuz maddelerde gözlenen ile beklenen test karakteristik eğrileri arasında önemli farklılıklar olduğu saptanmıştır. Üç, beş ve yedili derecelendirmeden hangisi kullanılırsa kullanılsın, ODKÖ ile OMÖ’deki olumsuz maddelerde kategorilerin katılımcılar tarafından ayırt edilemediği tespit edilmiştir. Bu tespitin ardından olumsuz maddeler veri dosyasından çıkarılarak analiz tekrarlanmıştır. Elde edilen bulgular; madde ayırt ediciliği, birey yüzeyine ilişkin güvenirlik katsayısı ile birey ve madde yüzeyleri için hesaplanan ayırma oranı ve Ki Kare değerlerinin beşli derecelemede üçlü ve yedili derecelemeye göre daha yüksek olduğunu göstermiştir. Bu bulgular, üçlü, beşli ya da yedili derecelemeden hangisi kullanılırsa kullanılsın olumsuz maddelerde ölçek kategorilerinin cevaplayıcılar tarafından ayırt edilemediğine ve olumsuz maddelerin olumlu maddelerle aynı örtük yapıyı ölçmediğine işaret etmektedir.


Kaynakça

  • Adelson, J.L., & McCoach, D.B. (2010). Measuring the mathematical attitudes of elementary students: The effects of a 4-point or 5-point Likert-type scale. Educational and Psychological Measurement, 70(5), 796-807. http://dx.doi.org/10.1177/0013164410366694 Ahlawat, K.S. (1985). On the negative valence items in self-report measures. The Journal of General Psychology, 112(1), 89-99. http://dx.doi.org/10.1080/00221309.1985.9710992
  • Aiken, L.R. (1983). Number of response categories and statistics on a teacher rating scale. Educational and Psychological Measurement, 43(2), 397-401. http://dx.doi.org/10.1177/001316448304300209
  • Bachman, J.G., & O’Malley, P.M. (1984). Yea-saying, nay-saying, and going to extremes: Black-white differences in response styles. The Public Opinion Quarterly, 48(2), 491-509. http://dx.doi.org/10.1086/268845 Baker, F.B. (2001). The basics of item response theory. ERIC Clearinghouse on Assessment and Evaluation, University of Maryland, College Park, MD.
  • Barnette, J.J. (1999, April). Likert Response Alternative Direction: SA to SD or SD to SA: Does It Make a Difference? Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec, Canada. Retrieved from http://eric.ed.gov/?id=ED429125
  • Benson, J., & Hocevar, D. (1985). The impact of item phrasing on the validity of attitude scales for elementary school children. Journal of Educational Measurement, 22(3), 231–240. http://dx.doi.org/10.1111/j.1745-3984.1985.tb01061.x
  • Bergstrom, B.A., & Lunz, M.E. (1998, April). Rating scale analysis: Gauging the impact of positively and negatively worded items. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA. Retrieved from http://files.eric.ed.gov/fulltext/ED423289.pdf
  • Birkett, N.J. (1986). Selecting the number of response categories for a Likert-type scale. Retrieved from http://www.amstat.org/sections/srms/Proceedings/papers/1986_091.pdf
  • Bolin, B.L., & Dodder, R.A. (1990). The affect balance scale in an American college population. The Journal of Social Psychology, 130(6), 839-40. http://dx.doi.org/10.1080/00224545.1990.9924639
  • Büyüköztürk, Ş. (2005). Anket geliştirme. Türk Eğitim Bilimleri Dergisi, 3(2), 133-151. Retrieved from http://www.tebd.gazi.edu.tr/index.php/tebd/article/view/315/297
  • Cicchetti, D.V., Showalter, D., & Tyrer, P.J. (1985). The effect of number of rating scale categories on levels of inter-rater reliability: A Monte-Carlo investigation. Applied Psychological Measurement, 9(1), 31-36. http://dx.doi.org/10.1177/014662168500900103
  • Chamberlain, V.M., & Cummings, M.N. (1984). Development of an instructor/course evaluation instrument. College Student Journal, 18(3), 246-250.
  • Chang, L. (1994). A psychometric evaluation of 4-point and 6-point Likert-type scales in relation to reliability and validity. Applied Psychological Measurement, 18(3), 205-215. http://dx.doi.org/10.1177/014662169401800302
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  • Leung, S. (2011). A comparison of psychometric properties and normality in 4-, 5-, 6-, and 11-point Likert scales. Journal of Social Service Research, 37(4), 412-421. http://dx.doi.org/10.1080/01488376.2011.580697
  • Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22, 2-55.
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  • Oaster, T. R. F. (1989). Number of alternatives per choice point and stability of Likert-type scales. Perceptual and Motor Skills, 68(2), 549-550. http://dx.doi.org/10.2466/pms.1989.68.2.549
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  • Preston, C.C., & Colman, A.M. (2000). Optimal number of response categories in rating scales: Reliability, validity, discriminating power, and respondent preferences. Acta Psychologica, 104(1), 1-15. http://dx.doi.org/10.1016/S0001-6918(99)00050-5
  • Ramsay, J. O. (1973). The effect of number of categories in rating scales on precision of estimation of scale values. Psychometrika, 38(4), 513-533. http://dx.doi.org/10.1007/BF02291492
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  • Tarka, P. (2015). Likert scale and change in range of response categories vs. the factors extraction in EFA model. Folia Oeconomica, 1(311), 27-36. http://dx.doi.org/10.18778/0208‐6018.311.04 Taşdelen Teker, G., Güler, N. & Kaya Uyanık, G. (2015). Comparing the effectiveness of SPSS and EduG using different designs for generalizability theory. Educational Sciences: Theory & Practice, 15(3), 635-645. http://dx.doi.org/10.12738/estp.2015.3.2278 Tavşancıl, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayın Dağıtım.
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Toplam 54 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Mustafa İlhan

Neşe Güler

Yayımlanma Tarihi 30 Eylül 2017
Kabul Tarihi 14 Eylül 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 8 Sayı: 3

Kaynak Göster

APA İlhan, M., & Güler, N. (2017). Likert Tipi Ölçeklerde Olumsuz Madde ve Kategori Sayısı Sorunu: Rasch Modeli ile Bir İnceleme. Journal of Measurement and Evaluation in Education and Psychology, 8(3), 321-343. https://doi.org/10.21031/epod.321057