| Toker, Turker, Green, Kathy |
2021 |
A comparison of Latent Class Analysis and the Mixture Rasch Model using 8th grade mathematics data in the fourth international mathematics and science study (TIMSS-2011) |
| Yavuz, Emine, Atar, Hakan Yavuz |
2020 |
An examination of Turkish students' PISA 2015 collaborative problem-solving competencies |
| Büyükatak, Emrah, Anil, Duygu |
2022 |
An investigation of data mining classification methods in classifying students according to 2018 PISA reading scores |
| Toprak, Emre, Gelbal, Selahattin |
2020 |
Comparison of classification performances of mathematics achievement at PISA 2012 with the artificial neural network, decision trees and discriminant analysis |
| Oyar, Esra, Atar, Hakan Yavuz |
2021 |
Examination of wording effect of the TIMSS 2015 mathematical self-confidence scale through the bifactor models |
| Erturk, Zafer, Oyar, Esra |
2021 |
Examining the measurement invariance of TIMSS 2015 Mathematics liking scale through different methods |
| Uyar, Seyma |
2021 |
Factor structure and measurement invariance of the TIMSS 2015 mathematics attitude questionnaire |
| Eser, Derya ÇAKICI |
2021 |
Investigation of measurement invariance according to home resources |
| Gungor, Metehan, Kabasakal, Kubra Atalay |
2020 |
Investigation of measurement invariance of science motivation and self-efficacy model |
| Celik, Kazim, Yurdakul, Ahmet |
2020 |
Investigation of PISA 2015 reading ability achievement of Turkish students in terms of student and school level variables |
| Sirganci, Gozde, Uyumaz, Gizem, Yandi, Alperen |
2020 |
Measurement invariance testing with alignment method |
| Bulut, Hatice Cigdem |
2021 |
The continuity of students' disengaged responding in low-stakes assessments |
| Bozkurt, BU |
2022 |
The role of teacher support and in-class teaching practices on reading performance |