Profile

Serkan Arıkan

Doç. Dr.
E-Posta: 
serkan.arikan1@boun.edu.tr
Ofis: 
ETA-B 303
Telefon: 
0212 359 7032
Eğitim: 

Doktora Sonrası., Tilburg Üniversitesi, 2015

Doktora., Ortaöğretim Fen ve Matematik Eğitimi, ODTÜ, 2010

Yüksek Lisans., Eğitimde Ölçme ve Değerlendirme, Ohio Devlet Üniversitesi, 2004

Lisans., Matematik Öğretmenliği, Boğaziçi Üniversitesi, 2000

 

Yayınlar: 

SSCI Makaleler

  • Arikan, S. & Aybek, E. C. (Baskıda). A Special Case of Brennan’s Index for Tests that Aim to Select a Limited Number of Students: A Monte Carlo Simulation Study. Educational Measurement: Issues and Practice

 

  • Akbulut Sen, M., Umutlu, D. & Arikan, S. (2022). Extending The Community of Inquiry Framework: Development and Validation of Technology Sub-Dimensions. The International Review of Research in Open and Distributed Learning, 23(3), 61-81. doi:10.19173/irrodl.v23i2.6022

 

  • Arikan, S., Erktin, E., Pesen, M. (2022). Development and Validation of a STEM Competencies Assessment Framework. International Journal of Science and Mathematics Education, 20(1)1-24. doi:10.1007/s10763-020-10132-3

 

  • Arpaci, S., Mercan, F. C., Arikan, S. (2021). The Differential Relationships between PISA 2015 Science Performance and, ICT Availability, ICT Use and Attitudes toward ICT across Regions: Evidence from 35 Countries. Education and Information Technologies, 26, 6299-6318. doi:10.1007/s10639-021-10576-2

 

  • Arikan, S., van de Vijver, F., Yagmur, K. (2020). Mainstream and Immigrant Students’ Primary School Mathematics Achievement Differences in European Countries. European Journal of Psychology of Education, 35(4), 819-837. doi:10.1007/s10212-019-00456-2

 

  • Kilmen, S. & Arikan, S. (2020). The Big Three Perfectionism Scale: Factor Structure and Measurement Invariance in Turkish Sample. Journal of Psychoeducational Assessment, 38(1), 53-68. doi:10.1177/0734282919846030

 

  • Arikan, S. (2018). Factors Predicting Creative Problem Solving Competence in PISA 2012: Evidence from six countries. Crotian Journal of Education, 20(2), 361-397. doi:10.15516/cje.v20i2.2419

 

  • Arikan, S., van de Vijver, F., Yagmur, K. (2017). PISA Mathematics and Reading Performance Differences of Mainstream European and Turkish Immigrant Students. Educational Assessment Evaluation and Accountability, 29(3), 229-246. doi:10.1007/s11092-017-9260-6

 

  • Arikan, S., van de Vijver, F., Yagmur, K. (2016). Factors contributing to mathematics achievement differences of Turkish and Australian Students in TIMSS 2007 and 2011. Eurasia Journal of Mathematics, Science and Technology Education, 12(8), 2039-2059. doi:10.12973/eurasia.2016.1268a

 

  • Topcu, M. S., Erbilgin, E., Arikan, S. (2016). Factors Predicting Turkish and Korean Students’ Science and Mathematics Achievement in TIMSS 2011. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1711-1737. doi:10.12973/eurasia.2016.1530a

 

  • Topcu, M. S., Arikan, S., Erbilgin, E. (2015). Turkish Students’ Science Performance and Related Factors in PISA 2006 and 2009. Australian Educational Researcher, 42(1), 117-132. doi:10.1007/s13384-014-0157-9

 

Seçili Uluslararası Yayınlar

  • Bulut, O., Bulut, C., & Arikan, S. (Baskıda). Evaluating Group Differences in Online Reading Comprehension: The impact of Item Properties. International Journal of Testing (ESCI)

 

  • Arikan, S., Ozer, F., Seker, V., Ertas, G. (2020). The Importance of Sample Weights and Plausible Values in Large-Scale Assessments. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 11(1), 43-60. doi:10.21031/epod.602765. (ESCI)

 

  • Arikan, S., van de Vijver, F., Yagmur, K. (2018). Propensity Score Matching Helps to Understand Sources of DIF and Mathematics Performance Differences of Indonesian, Turkish, Australian, and Dutch Students in PISA. International Journal of Research in Education and Science, 4(1), 69-81. doi:10.21890/ijres.382936 (ERIC)

 

Diğer Yayınlar için

https://www.researchgate.net/profile/Serkan_Arikan/research

 

Verdiği Dersler: 

Seçili Dersler

LS 650          Advanced Quantitative Research in Learning Sciences

SCED 611    Quantitative Research in Science and Mathematics Education

LS 627         Advanced Assessment in Learning Sciences

SCED 574    Test Construction in Science and Mathematics Education

SCED 580    Special Topics in Math Education: Large Scale Assessment in Mathematics and Science Education

SCED 370    Assessment and Evaluation of Learning in Science and Mathematics

SCED 301    Inferential Statistics I

 

Yönetilen Tezler: 
  • Taştan, Z. (2022). An Analysis of 4th Grade Students’ Routine and Non-Routine Problem-Solving Skills using Cognitive Diagnostic Models (Yüksek Lisans)

 

  • Arpacı, S. (2020). Investigating the role of computerized assessment and other correlates on students' science performance in PISA 2015. (Yüksek Lisans)

 

  • Tosun, D. (2019). Development of a scale on primary school teachers’ knowledge and perception of dyslexia. (Yüksek Lisans)

 

  • Demirag, C. (2019). A Turkish adaptation of the STEM competency beliefs instrument (Yüksek Lisans)
Araştırma Projeleri: 

Bilgisayar Ortamında Bireye Uyarlanmış Matematik Testi Geliştirme ve Test Anı Kaygı Düzeyinin Sonuçlara Etkisi

https://sced.boun.edu.tr/bounadaptivetestlab-computerized-adaptive-testi...

https://bounadaptivetestlab.boun.edu.tr/

Araştırma Alanları: 

Eğitimde Ölçme ve Değerlendirme

Madde Tepki Kuramı ile Test Geliştirme

Bilgisayar Ortamında Bireye Uyarlanmış Testler (Adaptif Testler)

Rutin Olmayan Problemler

Madde Yanlılığı/Ölçme Değişmezliği

İstatistiksel Yöntemlerle Veri Eşitleme

 

Üyelikler: 

Eğitimde ve Psikolojide Ölçme ve Değerlendirme Derneği

 

Tasarımlar, Ödüller ve Patentler: 

Öğretimde Üstün Başarı Ödülü.   2021-2022 Eğitim ve Öğretim Yılı