Kpss Olcme Ve Degerlendirme Tarama Test 1

The measurement of academic achievement is an indirect measurement because it cannot be directly observed or measured. It is a construct that is inferred based on various indicators such as test scores, grades, and academic performance. Unlike the other options listed, such as height, number of classes attended, number of friends, and number of books owned, which can be directly measured or observed.

In the given options, only statements I and III involve some form of evaluation or assessment. Statement I states that individuals with more than six years of work experience have been hired, indicating an evaluation of candidates based on their experience. Statement III states that Hale has passed her class with scores above the average, which suggests an evaluation of her performance in the class. Therefore, the correct answer is "I ve III."

The correct answer is "Sınavda 70 ya da üstünde puan alanları başarılı kabul etmek" because it represents an absolute evaluation criteria where anyone who scores 70 or above is considered successful, regardless of the performance of other individuals. This approach does not take into account the distribution or comparison of scores, but simply sets a threshold for success.

Bir sepetteki yumurtaların sayısı doğal birimlerle ölçülür çünkü yumurta sayısı tam sayılarla ifade edilir ve doğal sayılar doğal birimlerin bir örneğidir. Diğer seçenekler, sütun hacmi, oda sıcaklığı, sıranın uzunluğu ve bir testten alınan puanlar, genellikle ölçüm birimleri kullanılarak ifade edilen niceliklerdir.

The use of zero arbitrary/relative zero can be seen in the measurement of students' achievement scores. The concept of zero in this context represents the absence or lack of achievement, where a score of zero indicates no achievement or a starting point. This is different from measurements such as students' heights, weights, or the number of apples in a basket, where zero represents an actual quantity or value.

The given statement does not involve any relative or arbitrary zero measurement. It simply states that the first 4 pages of the book introduce the scope of the book. There is no mention of any measurement or comparison to zero in this statement.

The correct order for conducting assessments in education is to first determine the learning deficiencies (III), then measure the level of learning (I), and finally get to know the students (II). This sequence ensures that any gaps in learning are identified, the current level of understanding is assessed, and the individual needs and characteristics of the students are taken into account.

The correct answer is "Öğrencilerin boyları" because it is an example of a measurement obtained using a ratio scale. Ratio scales have a meaningful zero point and equal intervals between measurements, allowing for meaningful comparisons and calculations. In the case of students' heights, there is a clear zero point (no height) and equal intervals between different heights, making it a ratio scale measurement.

In the context of deciding whether students should graduate or not, criterion-referenced evaluation would be more appropriate than norm-referenced evaluation. This is because criterion-referenced evaluation focuses on specific criteria or standards that students must meet in order to graduate. It assesses whether students have achieved the desired level of knowledge and skills required for graduation. On the other hand, norm-referenced evaluation compares students' performance to that of their peers, without considering the specific criteria for graduation. In this case, it is more important to ensure that students have met the necessary standards rather than comparing them to each other.

The purpose of expressing measurement criteria and measurement results in the same unit during evaluation is to ensure that accurate decisions are made in comparison. By using the same unit, it becomes easier to compare and evaluate different measurements and make informed decisions based on the results. This helps in avoiding any potential biases or errors that may arise from using different units of measurement.