DOI: 10.30964/auebfd.1816495 ISSN: 1301-3718

Comparison of the Psychometric Properties of Extended Likert-Type Scales and Classic Likert-Type Scales in Psychological Tests

Seda Karlıdağ, Seher Yalçın
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This study aims to compare the psychometric properties of the newly developed extended alternative Likert-type scales in the literature with the classic Likert-type scale; to examine the differences in total scores and response times based on different scale administration conditions; and to compare the psychometric properties of the extended-alternative form for child and adolescent groups. Designed as an explanatory model using mixed methods, the study collected and analyzed quantitative data, followed by the collection and analysis of qualitative data to explain and examine the quantitative data in detail. Purposeful sampling and convenience sampling methods were used in the study. The study group consisted of elementary and middle school students from Gaziantep and Kilis provinces during the 2023-2024 academic year. A total of 892 students participated in the collection of quantitative data, and 20 students participated in qualitative interviews. The test anxiety scale developed for children by Wren and Benson (2005) and adapted in Turkey by Aydın and Bulgan (2017) as the ‘Test Anxiety Scale for Children (ÇSKÖ)’ was used in the study. In line with the aim of the study, the CASEQ was expanded based on the opinions of experts in the fields of linguistics, psychology, measurement, and evaluation, as well as the opinions of students aged 8-12, obtained through the think-aloud method. Within the limitations of the study, the validity evidence of each scale form was examined using confirmatory factor analysis, and it was concluded that the forms were valid. The reliability evidence was also examined using Cronbach's alpha method, and it was concluded that the forms were reliable. No significant difference was found between the validity and reliability evidence of the forms. The respondents' response times were examined with an independent groups t-test to see if they differed according to their scale-taking status, and a significant difference was found. The respondents' total scores were examined to see if they differed according to their scale-taking status, and it was found that the difference between the forms in terms of the total scores obtained from the same group was significant.

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