Please use this identifier to cite or link to this item: https://hdl.handle.net/11499/46191
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dc.contributor.authorAybek, Eren Can-
dc.contributor.authorToraman, Cetin-
dc.date.accessioned2023-01-09T21:09:52Z-
dc.date.available2023-01-09T21:09:52Z-
dc.date.issued2022-
dc.identifier.issn2148-7456-
dc.identifier.urihttps://doi.org/10.21449/ijate.1132931-
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/1125653-
dc.identifier.urihttps://hdl.handle.net/11499/46191-
dc.description.abstractThe current study investigates the optimum number of response categories for the Likert type of scales under the item response theory (IRT). The data was collected from university students attend to mainly the faculty of medicine and the faculty of education. A form of the Social Gender Equity Scale developed by Gozutok et al. (2017) was prepared, which had 3, 5 and 7-point response categories. The graded response model (GRM) was used for item calibrations. The results of the study have revealed that using a 5-point response option provides advantages over using a 3-point response category in terms of reliability and test information perspective in the scale development process. The-5 point scale also provides easier responding process for the respondents while it does not pose a major disadvantage compared to a 7-point response category in the terms of reliability. Therefore, based on the findings of the study, researchers are recommended to use a 5-point response category in their scale development process.en_US
dc.language.isoenen_US
dc.publisherIjate-Int Journal Assessment Tools Educationen_US
dc.relation.ispartofInternational Journal Of Assessment Tools In Educationen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectLikert-type scaleen_US
dc.subjectResponse categoriesen_US
dc.subjectItem response theoryen_US
dc.subjectNumberen_US
dc.subjectReliabilityen_US
dc.subject4-Pointen_US
dc.subject5-Pointen_US
dc.titleHow many response categories are sufficient for Likert type scales? An empirical study based on the Item Response Theoryen_US
dc.typeArticleen_US
dc.identifier.volume9en_US
dc.identifier.issue2en_US
dc.identifier.startpage534en_US
dc.identifier.endpage547en_US
dc.authoridTORAMAN, Çetin/0000-0001-5319-0731-
dc.identifier.doi10.21449/ijate.1132931-
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.authorscopusid#N/A-
dc.authorwosidTORAMAN, Çetin/R-7100-2018-
dc.identifier.trdizinid1125653en_US
dc.identifier.wosWOS:000834987900014en_US
item.languageiso639-1en-
item.openairetypeArticle-
item.grantfulltextopen-
item.cerifentitytypePublications-
item.fulltextWith Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
crisitem.author.dept09.05. Educational Sciences-
Appears in Collections:Eğitim Fakültesi Koleksiyonu
TR Dizin İndeksli Yayınlar Koleksiyonu / TR Dizin Indexed Publications Collection
WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection
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