{"id":98,"date":"2026-10-04T19:05:18","date_gmt":"2026-10-04T19:05:18","guid":{"rendered":"https:\/\/www.olcme.org\/?p=98"},"modified":"2026-10-04T19:05:18","modified_gmt":"2026-10-04T19:05:18","slug":"psikolojide-olcme-ve-degerlendirme","status":"publish","type":"post","link":"https:\/\/www.olcme.org\/?p=98","title":{"rendered":"Psikolojide \u00d6l\u00e7me ve De\u011ferlendirme"},"content":{"rendered":"\n\n\nPsikolojide \u00d6l\u00e7me ve De\u011ferlendirme | Ders \u0130zlencesi<\/title>\n\n\n\n<!-- ============================================================\n olcme.org yaz\u0131s\u0131na yap\u0131\u015ft\u0131r\u0131lacak k\u0131s\u0131m BURADAN ba\u015flar.\n WordPress kullan\u0131yorsan\u0131z \"\u00d6zel HTML\" blo\u011funa yap\u0131\u015ft\u0131r\u0131n.\n B\u00fct\u00fcn stiller .oi s\u0131n\u0131f\u0131n\u0131n i\u00e7inde kal\u0131r; sitenin temas\u0131n\u0131 etkilemez.\n ============================================================ -->\n<style>\n@import url('https:\/\/fonts.googleapis.com\/css2?family=Source+Serif+4:ital,opsz,wght@0,8..60,400;0,8..60,600;1,8..60,400&family=IBM+Plex+Sans:wght@400;500;600&display=swap');\n\n.oi {\n --kagit: #F6F7F4;\n --izgara: #E4E8EC;\n --murekkep: #1D2633;\n --soluk: #56616F;\n --mavi: #2B4C8C;\n --mavi-acik: #E7EDF6;\n --serif: 'Source Serif 4', Georgia, 'Times New Roman', serif;\n --sans: 'IBM Plex Sans', system-ui, -apple-system, 'Segoe UI', Roboto, sans-serif;\n\n background-color: var(--kagit);\n background-image:\n linear-gradient(var(--izgara) 1px, transparent 1px),\n linear-gradient(90deg, var(--izgara) 1px, transparent 1px);\n background-size: 24px 24px;\n color: var(--murekkep);\n font-family: var(--serif);\n font-size: 18px;\n line-height: 1.65;\n padding: 56px 20px 72px;\n -webkit-font-smoothing: antialiased;\n}\n.oi *, .oi *::before, .oi *::after { box-sizing: border-box; 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font-size: 17px; background-image: none; }\n .oi .oi-sayfa { padding: 36px 22px 44px; box-shadow: none; }\n .oi .oi-hafta { grid-template-columns: 1fr; }\n .oi .oi-no { font-size: 34px; margin-bottom: 8px; }\n .oi .oi-hafta-soru { font-size: 21px; }\n .oi .oi-ek { grid-template-columns: 1fr; gap: 10px; }\n .oi .oi-cetvel { font-size: 10px; }\n .oi .oi-cetvel span { padding-left: 2px; }\n}\n@media print {\n .oi { background: none; padding: 0; font-size: 11pt; }\n .oi .oi-sayfa { box-shadow: none; padding: 0; max-width: none; }\n .oi .oi-hafta { break-inside: avoid; }\n .oi h2 { break-after: avoid; }\n}\n<\/style>\n\n<div class=\"oi\">\n<div class=\"oi-sayfa\">\n\n <p class=\"oi-ust\">Psikoloji B\u00f6l\u00fcm\u00fc, lisans dersi, 2026-2027 G\u00fcz d\u00f6nemi<\/p>\n\n <h1>Psikolojide \u00d6l\u00e7me ve De\u011ferlendirme<\/h1>\n <p class=\"oi-soru\">G\u00f6zlemedi\u011fimiz bir \u00f6zelli\u011fi \u00f6l\u00e7t\u00fc\u011f\u00fcm\u00fcz\u00fc nereden biliyoruz?<\/p>\n\n <p class=\"oi-giris\">Bu d\u00f6nem bu soruyla u\u011fra\u015faca\u011f\u0131z. Kayg\u0131y\u0131, zekay\u0131, \u00f6z-sayg\u0131y\u0131 kimse do\u011frudan g\u00f6remez. Elimizde yaln\u0131zca davran\u0131\u015flar, cevaplar ve kay\u0131tlar var. Bunlardan yola \u00e7\u0131k\u0131p bir ki\u015fiye bir say\u0131 verdi\u011fimizde, o say\u0131n\u0131n ger\u00e7ekten bir \u015feyi g\u00f6sterdi\u011fini nas\u0131l savunaca\u011f\u0131z?<\/p>\n\n <p>Dersi bir konu listesi gibi de\u011fil, birbirine ba\u011fl\u0131 bir hikaye gibi kurdum. Her hafta bir \u00f6nceki haftan\u0131n a\u00e7\u0131k b\u0131rakt\u0131\u011f\u0131 bir sorunu \u00e7\u00f6zmeye \u00e7al\u0131\u015faca\u011f\u0131z. Yap\u0131y\u0131 tan\u0131mlamakla ba\u015flayaca\u011f\u0131z; birim olu\u015fturmaya, toplam puana, g\u00fcvenirli\u011fe ve ge\u00e7erli\u011fe ge\u00e7ece\u011fiz. Madde tepki kuram\u0131ndan sonra da gizil de\u011fi\u015fken fikrinin kendisini sorgulayan a\u011f psikometrisiyle bitirece\u011fiz. B\u00fct\u00fcn bu yolculu\u011fun alt\u0131nda tek bir fikir var: Psikoloji, \u00f6l\u00e7mesi ne kadar sa\u011flamsa o kadar bilimdir.<\/p>\n\n <p>\u00d6l\u00e7eklerle s\u0131n\u0131rl\u0131 kalmayaca\u011f\u0131z. G\u00f6zlem, g\u00f6r\u00fc\u015fme ve deney kay\u0131tlar\u0131 da ayn\u0131 sorular\u0131n muhatab\u0131.<\/p>\n\n <h2>Ders nas\u0131l i\u015fleyecek?<\/h2>\n\n <p>Haftada 3 saat y\u00fcz y\u00fcze bulu\u015faca\u011f\u0131z. S\u0131n\u0131f\u0131m\u0131z kalabal\u0131k oldu\u011fu i\u00e7in R uygulamalar\u0131n\u0131 derste yapmayaca\u011f\u0131z. Her hafta dersten sonra 20-30 dakikal\u0131k bir ekran kayd\u0131, R beti\u011fi ve veri dosyas\u0131 payla\u015faca\u011f\u0131m. Kayd\u0131 izleyip beti\u011fi kendi bilgisayar\u0131n\u0131zda ya da b\u00f6l\u00fcm laboratuvar\u0131nda \u00e7al\u0131\u015ft\u0131rman\u0131z\u0131 bekliyorum.<\/p>\n\n <p>Her dersin ilk 15 dakikas\u0131nda bir \u00f6nceki kayd\u0131n \u00e7\u0131kt\u0131lar\u0131n\u0131 perdeye yans\u0131t\u0131p birlikte yorumlayaca\u011f\u0131z. S\u0131navlarda sizden kod yazman\u0131z\u0131 de\u011fil, \u00e7\u0131kt\u0131 okuman\u0131z\u0131 ve yorumlaman\u0131z\u0131 isteyece\u011fim.<\/p>\n\n <h3>D\u00f6nem boyunca kullanaca\u011f\u0131m\u0131z veriler<\/h3>\n <p>Kay\u0131tlarda \u00fc\u00e7 t\u00fcr veriyle \u00e7al\u0131\u015faca\u011f\u0131z. Birincisi R’daki <code>psych::bfi<\/code> verisi: yakla\u015f\u0131k 2.800 ki\u015finin 25 B\u00fcy\u00fck Be\u015fli maddesine verdi\u011fi cevaplar, cinsiyet ve e\u011fitim bilgisiyle birlikte. \u0130kincisi sim\u00fclasyon verileri: ger\u00e7ek yap\u0131s\u0131n\u0131 bildi\u011fimiz i\u00e7in y\u00f6ntemlerin nerede yan\u0131ld\u0131\u011f\u0131n\u0131 g\u00f6rebilece\u011fiz. \u00dc\u00e7\u00fcnc\u00fcs\u00fc sizin verileriniz: grup projelerinde yazd\u0131\u011f\u0131n\u0131z \u00f6l\u00e7eklerden toplayaca\u011f\u0131n\u0131z cevaplar.<\/p>\n\n <h2>D\u00f6nem sonunda neler yapabileceksiniz?<\/h2>\n\n <ol class=\"oi-asamalar\">\n <li>Bir psikolojik yap\u0131y\u0131 kuramsal ve operasyonel olarak tan\u0131mlamak; operasyonalizm ile ger\u00e7ek\u00e7i \u00f6l\u00e7me anlay\u0131\u015f\u0131n\u0131 birbirinden ay\u0131rmak.<\/li>\n <li>G\u00f6zlem, g\u00f6r\u00fc\u015fme, deneysel kay\u0131t ve \u00f6z-bildirim y\u00f6ntemlerini g\u00fc\u00e7l\u00fc ve zay\u0131f yanlar\u0131yla kar\u015f\u0131la\u015ft\u0131rmak.<\/li>\n <li>\u00d6l\u00e7eklemenin bir birim olu\u015fturma \u00e7abas\u0131 oldu\u011funu Thurstone, Likert ve Guttman \u00fczerinden a\u00e7\u0131klamak.<\/li>\n <li>Klasik test kuram\u0131n\u0131n paralel, tau-e\u015fde\u011fer ve congeneric modellerini ay\u0131rt etmek; duruma uygun g\u00fcvenirlik katsay\u0131s\u0131n\u0131 se\u00e7ip yorumlamak.<\/li>\n <li>Madde analizi, fakt\u00f6r analizi ve \u00f6l\u00e7me de\u011fi\u015fmezli\u011fi \u00e7\u0131kt\u0131lar\u0131n\u0131 okumak.<\/li>\n <li>Ge\u00e7erli\u011fi tek bir kan\u0131ta de\u011fil, kan\u0131tlara dayanan bir arg\u00fcman olarak kurmak.<\/li>\n <li>Puanlar\u0131 normlara ve \u00f6l\u00e7\u00fctlere g\u00f6re yorumlamak; Angoff ve Nedelsky y\u00f6ntemleriyle kesme puan\u0131 belirlemenin mant\u0131\u011f\u0131n\u0131 a\u00e7\u0131klamak.<\/li>\n <li>Madde tepki kuram\u0131 modellerini toplam puan sorununa getirilmi\u015f farkl\u0131 \u00e7\u00f6z\u00fcmler olarak de\u011ferlendirmek.<\/li>\n <li>A\u011f psikometrisinin gizil de\u011fi\u015fken modellerinden kuramsal olarak nas\u0131l ayr\u0131ld\u0131\u011f\u0131n\u0131 a\u00e7\u0131klamak.<\/li>\n <li>Bir \u00f6l\u00e7e\u011fi geli\u015ftirme, uyarlama ya da oldu\u011fu gibi kullanma karar\u0131n\u0131 gerek\u00e7esiyle vermek.<\/li>\n <\/ol>\n\n <h2>Hafta hafta<\/h2>\n <p>Her haftan\u0131n ba\u015f\u0131na o haftan\u0131n sorusunu yazd\u0131m. R kayd\u0131 o haftan\u0131n dersinden sonra payla\u015f\u0131lacak.<\/p>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">1<\/div>\n <div>\n <p class=\"oi-hafta-soru\">\u00d6l\u00e7mek ne demektir? <span class=\"oi-tamam\">\u0130\u015flendi<\/span><\/p>\n <p class=\"oi-konu\">\u00d6l\u00e7menin tan\u0131m\u0131, gizil de\u011fi\u015fkenler, Borsboom’un yakla\u015f\u0131m\u0131 ve Stevens’\u0131n \u00f6l\u00e7ek d\u00fczeyleri.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>R ve RStudio kurulumu, veri yap\u0131lar\u0131.<\/div>\n <div><b>Okuma<\/b>Borsboom (2005), 1. b\u00f6l\u00fcm; Michell (1997).<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">2<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Neyi \u00f6l\u00e7t\u00fc\u011f\u00fcm\u00fcz\u00fc nas\u0131l tan\u0131mlar\u0131z?<\/p>\n <p class=\"oi-konu\">Kuramsal ve operasyonel tan\u0131m. Operasyonalizm ile ger\u00e7ek\u00e7ilik aras\u0131ndaki gerilim. Nomolojik a\u011f. Tan\u0131mdan yola \u00e7\u0131karak g\u00f6zlenecek davran\u0131\u015flar\u0131n listesini \u00e7\u0131karmak ve belirtke tablosu haz\u0131rlamak.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>Veri giri\u015fi, kodlama, ters maddelerin \u00e7evrilmesi.<\/div>\n <div><b>Okuma<\/b>Cronbach ve Meehl (1955); Flake ve Fried (2020).<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">3<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Davran\u0131\u015f\u0131 nas\u0131l kayda ge\u00e7iririz?<\/p>\n <p class=\"oi-konu\">G\u00f6zlem ve kay\u0131t teknikleri (olay, s\u00fcre ve zaman \u00f6rneklemi), g\u00f6r\u00fc\u015fme, deneysel kay\u0131tlar ve \u00f6z-bildirim. Madde yaz\u0131m\u0131. Yan\u0131t yanl\u0131l\u0131klar\u0131: sosyal be\u011fenirlik, onaylama e\u011filimi, dikkatsiz yan\u0131tlama.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>G\u00f6zlemciler aras\u0131 uyum (kappa ve ICC); dikkatsiz yan\u0131tlayanlar\u0131 bulmak.<\/div>\n <div><b>Okuma<\/b>Hedge, Powell ve Sumner (2018); Dang, King ve Inzlicht (2020).<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">4<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Psikolojik bir \u00f6zelli\u011fin birimi olabilir mi?<\/p>\n <p class=\"oi-konu\">\u00d6l\u00e7ekleme ve birim sorunu. Thurstone’un kar\u015f\u0131la\u015ft\u0131rmal\u0131 yarg\u0131 yasas\u0131, 3. ve 5. haller. \u0130kili kar\u015f\u0131la\u015ft\u0131rmalar ve s\u0131ralama yarg\u0131lar\u0131. Likert ve Guttman yakla\u015f\u0131mlar\u0131.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>\u0130kili kar\u015f\u0131la\u015ft\u0131rma verisinden 5. hal \u00f6l\u00e7ek de\u011ferleri; Bradley-Terry modeli; Guttman yeniden \u00fcretilebilirlik katsay\u0131s\u0131.<\/div>\n <div><b>Okuma<\/b>Thurstone (1927); Crocker ve Algina, \u00f6l\u00e7ekleme b\u00f6l\u00fcm\u00fc.<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">5<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Maddeleri toplamak ne anlama gelir?<\/p>\n <p class=\"oi-konu\">Klasik test kuram\u0131 ve X = T + E. Paralel, tau-e\u015fde\u011fer ve congeneric modeller. G\u00fcvenirlik ve \u00f6l\u00e7menin standart hatas\u0131. Test-tekrar test, paralel form ve i\u00e7 tutarl\u0131l\u0131k.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>\u00dc\u00e7 modelden veri \u00fcretip alfan\u0131n nas\u0131l davrand\u0131\u011f\u0131n\u0131 izlemek.<\/div>\n <div><b>Okuma<\/b>Furr, klasik test kuram\u0131 b\u00f6l\u00fcmleri; McNeish (2018).<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">6<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Bu analizler her grup i\u00e7in ayn\u0131 m\u0131 ge\u00e7erli?<\/p>\n <p class=\"oi-konu\">Madde analizi: g\u00fc\u00e7l\u00fck, ay\u0131rt edicilik, madde-toplam korelasyonu, \u00e7eldirici analizi. Klasik test kuram\u0131na dayal\u0131 madde yanl\u0131l\u0131\u011f\u0131: Mantel-Haenszel, lojistik regresyon ve ar\u0131nd\u0131rma.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>Madde istatistikleri; cinsiyete g\u00f6re Mantel-Haenszel ve lojistik regresyon DIF analizi.<\/div>\n <div><b>Okuma<\/b>Crocker ve Algina, madde analizi ve yanl\u0131l\u0131k b\u00f6l\u00fcmleri.<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">7<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Toplamaya hakk\u0131m\u0131z var m\u0131yd\u0131?<\/p>\n <p class=\"oi-konu\">Congeneric modelden a\u00e7\u0131mlay\u0131c\u0131 fakt\u00f6r analizine. Ortak fakt\u00f6r modeli, paralel analiz, d\u00f6nd\u00fcrme ve omega katsay\u0131s\u0131.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>Paralel analiz, a\u00e7\u0131mlay\u0131c\u0131 fakt\u00f6r analizi, omega; \u00e7ok boyutlu bir veride alfan\u0131n neden yine y\u00fcksek \u00e7\u0131kabildi\u011fi.<\/div>\n <div><b>Okuma<\/b>McNeish ve Wolf (2020).<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">8<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Gizil de\u011fi\u015fkenin birimini kim belirler, gruplar ayn\u0131 \u00f6l\u00e7ekte mi?<\/p>\n <p class=\"oi-konu\">Do\u011frulay\u0131c\u0131 fakt\u00f6r analizi. Gizil de\u011fi\u015fkenin biriminin sabitlenmesi ve uyum indeksleri. \u00c7ok gruplu do\u011frulay\u0131c\u0131 fakt\u00f6r analiziyle \u00f6l\u00e7me de\u011fi\u015fmezli\u011fi.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>Do\u011frulay\u0131c\u0131 fakt\u00f6r analizi; yap\u0131sal, metrik ve skaler de\u011fi\u015fmezlik testleri.<\/div>\n <div><b>Okuma<\/b>Putnick ve Bornstein (2016).<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">9<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Bir puan neyi \u00f6l\u00e7t\u00fc\u011f\u00fcn\u00fc nas\u0131l kan\u0131tlar?<\/p>\n <p class=\"oi-konu\">Ge\u00e7erlik t\u00fcrlerinden b\u00fct\u00fcnle\u015fik ge\u00e7erli\u011fe. Messick, Kane ve Standartlar’daki (2014) be\u015f kan\u0131t kayna\u011f\u0131. \u00d6l\u00e7\u00fct ve yordama ge\u00e7erli\u011fi i\u00e7in korelasyon, regresyon ve d\u00fczeltme form\u00fcl\u00fc. \u00c7ok \u00f6zellik-\u00e7ok y\u00f6ntem matrisi. Borsboom’un nedensel ge\u00e7erlik tan\u0131m\u0131.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>\u00d6l\u00e7\u00fcte dayal\u0131 regresyon, d\u00fczeltme form\u00fcl\u00fc, \u00e7ok \u00f6zellik-\u00e7ok y\u00f6ntem matrisi.<\/div>\n <div><b>Okuma<\/b>Messick (1995); Campbell ve Fiske (1959); Borsboom, Mellenbergh ve van Heerden (2004).<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">10<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Bir puan neye g\u00f6re anlam kazan\u0131r?<\/p>\n <p class=\"oi-konu\">Genellenebilirlik kuram\u0131: varyans bile\u015fenleri, G ve D \u00e7al\u0131\u015fmalar\u0131. Normlar ve standart puanlar (z, T, y\u00fczdelik, stanin); norm grubunun uygunlu\u011fu. Standart belirleme: Angoff ve Nedelsky y\u00f6ntemleri.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>Varyans bile\u015fenleri; norm tablosu haz\u0131rlama; Angoff ve Nedelsky hesaplamalar\u0131.<\/div>\n <div><b>Okuma<\/b>Shavelson ve Webb (1991); Cizek ve Bunch (2007).<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">11<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Her madde ayn\u0131 a\u011f\u0131rl\u0131\u011f\u0131 hak eder mi?<\/p>\n <p class=\"oi-konu\">Madde tepki kuram\u0131: toplam puan sorununa model temelli bir \u00e7\u00f6z\u00fcm. Rasch modeli ve toplam puan\u0131n yeterli istatistik olmas\u0131. 2PL, 3PL ve 4PL modelleri. Madde karakteristik e\u011frisi, bilgi fonksiyonu, ko\u015fullu standart hata. Thurstone ve Guttman’la ba\u011flant\u0131.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>Rasch’tan 4PL’ye modelleri kar\u015f\u0131la\u015ft\u0131rmak; bilgi e\u011frileri.<\/div>\n <div><b>Okuma<\/b>Embretson ve Reise (2000).<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">12<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Likert maddeleri ve \u00e7ok boyutlu yap\u0131lar nas\u0131l modellenir?<\/p>\n <p class=\"oi-konu\">Dereceli tepki, k\u0131smi puan ve nominal tepki modelleri. \u00c7ok boyutlu madde tepki kuram\u0131. Bilgisayar uyarlamal\u0131 testlere k\u0131sa bir bak\u0131\u015f.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>Dereceli tepki modeli, nominal model, \u00e7ok boyutlu model.<\/div>\n <div><b>Okuma<\/b>Embretson ve Reise (2000).<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">13<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Farkl\u0131 testlerin, gruplar\u0131n ve dillerin puanlar\u0131 kar\u015f\u0131la\u015ft\u0131r\u0131labilir mi?<\/p>\n <p class=\"oi-konu\">Test e\u015fitleme ve ba\u011flama. Madde tepki kuram\u0131na dayal\u0131 madde yanl\u0131l\u0131\u011f\u0131. \u00d6l\u00e7ek uyarlama: ITC y\u00f6nergeleri (2017) ve ekip temelli \u00e7eviri. Haz\u0131r bir \u00f6l\u00e7e\u011fi kullanmadan \u00f6nce sorulacak sorular.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>Do\u011frusal ve e\u015fit y\u00fczdelikli e\u015fitleme; madde tepki kuram\u0131na dayal\u0131 DIF.<\/div>\n <div><b>Okuma<\/b>ITC (2017); Kolen ve Brennan (2014).<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <div class=\"oi-hafta\">\n <div class=\"oi-no\">14<\/div>\n <div>\n <p class=\"oi-hafta-soru\">Belirtiler ortak bir nedenin i\u015fareti mi, bir sistemin par\u00e7as\u0131 m\u0131?<\/p>\n <p class=\"oi-konu\">Gizil de\u011fi\u015fkenin metafizi\u011fi ve a\u011f psikometrisi. Gauss grafik modeli, EBICglasso ve Ising modeli. Merkeziyet ve kararl\u0131l\u0131k. A\u00e7\u0131mlay\u0131c\u0131 grafik analizi. \u0130ki model ailesinin istatistiksel e\u015fde\u011ferli\u011fi.<\/p>\n <div class=\"oi-ek\">\n <div><b>R kayd\u0131<\/b>A\u011f tahmini, kararl\u0131l\u0131k analizi, a\u00e7\u0131mlay\u0131c\u0131 grafik analizi.<\/div>\n <div><b>Okuma<\/b>Isvoranu ve ark. (2022); Kruis ve Maris (2016).<\/div>\n <\/div>\n <\/div>\n <\/div>\n\n <h2>D\u00f6nem projesi<\/h2>\n\n <p>5 ki\u015filik gruplar halinde \u00e7al\u0131\u015facaks\u0131n\u0131z. Her grup bir yap\u0131 se\u00e7ecek, \u00f6l\u00e7e\u011fini kendisi yazacak, veri toplayacak ve d\u00f6nem boyunca \u00f6\u011frendi\u011fimiz y\u00f6ntemleri kendi verisine uygulayacak. Ama\u00e7 kusursuz bir \u00f6l\u00e7ek \u00fcretmek de\u011fil. Kendi \u00f6l\u00e7e\u011finizin hangi analizden ge\u00e7ip hangisinden kald\u0131\u011f\u0131n\u0131 g\u00f6rmek ve nedenini a\u00e7\u0131klayabilmek.<\/p>\n\n <div class=\"oi-cetvel\" role=\"img\" aria-label=\"Proje teslimleri: 3., 6., 9. ve 14. haftalar\">\n <span>1<\/span><span>2<\/span><span class=\"oi-isaret\">3<\/span><span>4<\/span><span>5<\/span><span class=\"oi-isaret\">6<\/span><span>7<\/span><span>8<\/span><span class=\"oi-isaret\">9<\/span><span>10<\/span><span>11<\/span><span>12<\/span><span>13<\/span><span class=\"oi-isaret\">14<\/span>\n <\/div>\n <p class=\"oi-cetvel-not\">Mavi i\u015faretli haftalar teslim haftalar\u0131d\u0131r.<\/p>\n\n <ol class=\"oi-asamalar\">\n <li><strong>Yap\u0131 ve madde havuzu (3. hafta sonu).<\/strong> Kuramsal ve operasyonel tan\u0131m, g\u00f6zlenecek davran\u0131\u015flar\u0131n listesi, belirtke tablosu ve 15-20 maddelik bir havuz. Maddeleri ba\u015fka bir grup inceleyecek.<\/li>\n <li><strong>Veri toplama (6. hafta ba\u015f\u0131).<\/strong> En az 100 kat\u0131l\u0131mc\u0131. \u00d6l\u00e7e\u011finize ek olarak bir grup de\u011fi\u015fkeni (madde yanl\u0131l\u0131\u011f\u0131 i\u00e7in), en az bir \u00f6l\u00e7\u00fct de\u011fi\u015fkeni (ge\u00e7erlik i\u00e7in) ve bir dikkat kontrol maddesi ekleyeceksiniz. Veri toplamaya ba\u015flamadan \u00f6nce gerekli izinlerle ilgili bilgi verilecek.<\/li>\n <li><strong>Ara rapor (9. hafta).<\/strong> Madde analizi, g\u00fcvenirlik, a\u00e7\u0131mlay\u0131c\u0131 ve do\u011frulay\u0131c\u0131 fakt\u00f6r analizi, madde yanl\u0131l\u0131\u011f\u0131.<\/li>\n <li><strong>Final raporu (14. hafta).<\/strong> Madde tepki kuram\u0131 ve a\u011f analizi, ge\u00e7erlik arg\u00fcman\u0131 ve \u015fu sorunun cevab\u0131: \u00d6l\u00e7e\u011fimiz kullan\u0131lmaya haz\u0131r m\u0131?<\/li>\n <\/ol>\n\n <p>Yeterli veri toplayamayan grup analizlerini <code>psych::bfi<\/code> verisiyle yapar, kendi maddelerini madde d\u00fczeyinde yorumlar.<\/p>\n\n <h2>De\u011ferlendirme<\/h2>\n\n <div class=\"oi-tablo-kap\">\n <table>\n <thead>\n <tr><th>Bile\u015fen<\/th><th>A\u011f\u0131rl\u0131k<\/th><th>Kapsam<\/th><\/tr>\n <\/thead>\n <tbody>\n <tr><td>Ara s\u0131nav<\/td><td class=\"oi-oran\">%25<\/td><td>1-7. haftalar. Kavram sorular\u0131 ve R \u00e7\u0131kt\u0131s\u0131 yorumlama.<\/td><\/tr>\n <tr><td>Proje: yap\u0131 ve madde havuzu<\/td><td class=\"oi-oran\">%5<\/td><td>Tan\u0131m, belirtke tablosu, madde havuzu.<\/td><\/tr>\n <tr><td>Proje: ara rapor<\/td><td class=\"oi-oran\">%10<\/td><td>Klasik test kuram\u0131, fakt\u00f6r analizi, madde yanl\u0131l\u0131\u011f\u0131.<\/td><\/tr>\n <tr><td>Proje: final raporu<\/td><td class=\"oi-oran\">%20<\/td><td>Madde tepki kuram\u0131, a\u011f analizi, ge\u00e7erlik arg\u00fcman\u0131.<\/td><\/tr>\n <tr><td>Final s\u0131nav\u0131<\/td><td class=\"oi-oran\">%40<\/td><td>B\u00fct\u00fcn d\u00f6nem. \u00c7\u0131kt\u0131 yorumlama ve “Bu \u00f6l\u00e7me iddias\u0131 hangi varsay\u0131ma dayan\u0131yor, o varsay\u0131m yanl\u0131\u015fsa ne olur?” t\u00fcr\u00fcnden sorular.<\/td><\/tr>\n <\/tbody>\n <\/table>\n <\/div>\n\n <h2>Kaynaklar<\/h2>\n\n <h3>Ana kitaplar<\/h3>\n <ul class=\"oi-kaynak\">\n <li>Crocker, L. ve Algina, J. (1986). <em>Introduction to classical and modern test theory<\/em>. Holt, Rinehart and Winston.<\/li>\n <li>Embretson, S. E. ve Reise, S. P. (2000). <em>Item response theory for psychologists<\/em>. Erlbaum.<\/li>\n <li>Erku\u015f, A. <em>Psikolojide \u00f6l\u00e7me ve \u00f6l\u00e7ek geli\u015ftirme<\/em>. Pegem Akademi.<\/li>\n <li>Furr, R. M. (2021). <em>Psychometrics: An introduction<\/em> (4. bask\u0131). SAGE.<\/li>\n <li>Isvoranu, A.-M., Epskamp, S., Waldorp, L. J. ve Borsboom, D. (Ed.). (2022). <em>Network psychometrics with R<\/em>. Routledge.<\/li>\n <\/ul>\n\n <h3>Ba\u015fvuru kitaplar\u0131<\/h3>\n <ul class=\"oi-kaynak\">\n <li>AERA, APA ve NCME. (2014). <em>Standards for educational and psychological testing<\/em>.<\/li>\n <li>Borsboom, D. (2005). <em>Measuring the mind<\/em>. Cambridge University Press.<\/li>\n <li>Cizek, G. J. ve Bunch, M. B. (2007). <em>Standard setting<\/em>. SAGE.<\/li>\n <li>Kolen, M. J. ve Brennan, R. L. (2014). <em>Test equating, scaling, and linking<\/em> (3. bask\u0131). Springer.<\/li>\n <li>Shavelson, R. J. ve Webb, N. M. (1991). <em>Generalizability theory: A primer<\/em>. SAGE.<\/li>\n <\/ul>\n\n <h3>Makaleler<\/h3>\n <ul class=\"oi-kaynak\">\n <li>Borsboom, D., Mellenbergh, G. J. ve van Heerden, J. (2004). The concept of validity. <em>Psychological Review, 111<\/em>(4), 1061-1071.<\/li>\n <li>Campbell, D. T. ve Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. <em>Psychological Bulletin, 56<\/em>(2), 81-105.<\/li>\n <li>Cronbach, L. J. ve Meehl, P. E. (1955). Construct validity in psychological tests. <em>Psychological Bulletin, 52<\/em>(4), 281-302.<\/li>\n <li>Dang, J., King, K. M. ve Inzlicht, M. (2020). Why are self-report and behavioral measures weakly correlated? <em>Trends in Cognitive Sciences, 24<\/em>(4), 267-269.<\/li>\n <li>Flake, J. K. ve Fried, E. I. (2020). Measurement schmeasurement: Questionable measurement practices and how to avoid them. <em>Advances in Methods and Practices in Psychological Science, 3<\/em>(4), 456-465.<\/li>\n <li>Golino, H. F. ve Epskamp, S. (2017). Exploratory graph analysis: A new approach for estimating the number of dimensions in psychological research. <em>PLoS ONE, 12<\/em>(6), e0174035.<\/li>\n <li>Hedge, C., Powell, G. ve Sumner, P. (2018). The reliability paradox: Why robust cognitive tasks do not produce reliable individual differences. <em>Behavior Research Methods, 50<\/em>, 1166-1186.<\/li>\n <li>International Test Commission. (2017). <em>The ITC guidelines for translating and adapting tests<\/em> (2. bask\u0131).<\/li>\n <li>Kruis, J. ve Maris, G. (2016). Three representations of the Ising model. <em>Scientific Reports, 6<\/em>, 34175.<\/li>\n <li>McNeish, D. (2018). Thanks coefficient alpha, we’ll take it from here. <em>Psychological Methods, 23<\/em>(3), 412-433.<\/li>\n <li>McNeish, D. ve Wolf, M. G. (2020). Thinking twice about sum scores. <em>Behavior Research Methods, 52<\/em>, 2287-2305.<\/li>\n <li>Messick, S. (1995). Validity of psychological assessment. <em>American Psychologist, 50<\/em>(9), 741-749.<\/li>\n <li>Michell, J. (1997). Quantitative science and the definition of measurement in psychology. <em>British Journal of Psychology, 88<\/em>(3), 355-383.<\/li>\n <li>Putnick, D. L. ve Bornstein, M. H. (2016). Measurement invariance conventions and reporting: The state of the art and future directions for psychological research. <em>Developmental Review, 41<\/em>, 71-90.<\/li>\n <li>Thurstone, L. L. (1927). A law of comparative judgment. <em>Psychological Review, 34<\/em>(4), 273-286.<\/li>\n <\/ul>\n\n <h3>Kullanaca\u011f\u0131m\u0131z R paketleri<\/h3>\n <div class=\"oi-tablo-kap\">\n <table>\n <thead>\n <tr><th>Paket<\/th><th>Hafta<\/th><th>Ne i\u00e7in<\/th><\/tr>\n <\/thead>\n <tbody>\n <tr><td><code>psych<\/code><\/td><td>2, 5, 6, 7, 10<\/td><td>Veri haz\u0131rl\u0131\u011f\u0131, madde analizi, alfa, omega, paralel analiz, a\u00e7\u0131mlay\u0131c\u0131 fakt\u00f6r analizi<\/td><\/tr>\n <tr><td><code>irr<\/code><\/td><td>3<\/td><td>Kappa ve ICC<\/td><\/tr>\n <tr><td><code>BradleyTerry2<\/code><\/td><td>4<\/td><td>\u0130kili kar\u015f\u0131la\u015ft\u0131rma modelleri<\/td><\/tr>\n <tr><td><code>difR<\/code><\/td><td>6, 13<\/td><td>Madde yanl\u0131l\u0131\u011f\u0131 analizleri<\/td><\/tr>\n <tr><td><code>lavaan<\/code>, <code>semTools<\/code><\/td><td>8, 9<\/td><td>Do\u011frulay\u0131c\u0131 fakt\u00f6r analizi ve \u00f6l\u00e7me de\u011fi\u015fmezli\u011fi<\/td><\/tr>\n <tr><td><code>lme4<\/code><\/td><td>10<\/td><td>Genellenebilirlik kuram\u0131 i\u00e7in varyans bile\u015fenleri<\/td><\/tr>\n <tr><td><code>mirt<\/code><\/td><td>11, 12, 13<\/td><td>Madde tepki kuram\u0131 modelleri<\/td><\/tr>\n <tr><td><code>equate<\/code><\/td><td>13<\/td><td>Test e\u015fitleme<\/td><\/tr>\n <tr><td><code>bootnet<\/code>, <code>qgraph<\/code>, <code>EGAnet<\/code><\/td><td>14<\/td><td>A\u011f tahmini, kararl\u0131l\u0131k, a\u00e7\u0131mlay\u0131c\u0131 grafik analizi<\/td><\/tr>\n <\/tbody>\n <\/table>\n <\/div>\n\n <p class=\"oi-alt\">olcme.org \/ Son g\u00fcncelleme: Ekim 2026<\/p>\n\n<\/div>\n<\/div>\n<!-- ============================================================\n olcme.org yaz\u0131s\u0131na yap\u0131\u015ft\u0131r\u0131lacak k\u0131s\u0131m BURADA biter.\n ============================================================ -->\n","protected":false},"excerpt":{"rendered":"<p>Psikolojide \u00d6l\u00e7me ve De\u011ferlendirme | Ders \u0130zlencesi Psikoloji B\u00f6l\u00fcm\u00fc, lisans dersi, 2026-2027 G\u00fcz d\u00f6nemi Psikolojide \u00d6l\u00e7me ve De\u011ferlendirme G\u00f6zlemedi\u011fimiz bir \u00f6zelli\u011fi \u00f6l\u00e7t\u00fc\u011f\u00fcm\u00fcz\u00fc nereden biliyoruz? Bu d\u00f6nem bu soruyla u\u011fra\u015faca\u011f\u0131z. Kayg\u0131y\u0131, zekay\u0131, \u00f6z-sayg\u0131y\u0131 kimse do\u011frudan g\u00f6remez. Elimizde yaln\u0131zca davran\u0131\u015flar, cevaplar ve kay\u0131tlar var. Bunlardan yola \u00e7\u0131k\u0131p bir ki\u015fiye bir say\u0131 verdi\u011fimizde, o say\u0131n\u0131n ger\u00e7ekten bir \u015feyi…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","footnotes":""},"categories":[1],"tags":[],"class_list":["post-98","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/www.olcme.org\/index.php?rest_route=\/wp\/v2\/posts\/98","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.olcme.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.olcme.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.olcme.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.olcme.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=98"}],"version-history":[{"count":1,"href":"https:\/\/www.olcme.org\/index.php?rest_route=\/wp\/v2\/posts\/98\/revisions"}],"predecessor-version":[{"id":99,"href":"https:\/\/www.olcme.org\/index.php?rest_route=\/wp\/v2\/posts\/98\/revisions\/99"}],"wp:attachment":[{"href":"https:\/\/www.olcme.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=98"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.olcme.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=98"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.olcme.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=98"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}