Analysis of High School German Textbooks through Rasch Measurement Model

Abstract

The purpose of the present study is to analyze German teacher trainers' views on high school German textbooks through the Rasch measurement model. A survey research design was employed and study group consisted of a total of 21 teacher trainers, three from each region and selected randomly from provinces which are located in seven regions and categorized as developed, moderately developed, and least developed. The study Data were collected through a questionnaire developed by the researchers in the light of experts' views. When content validity indices (CVIs) and content validity ratios (CVRs) of the questionnaire items were calculated, the result (CVI>CVR/0.82>0.56) indicated the questionnaire to be reliable. Three facets of the study according to the Rasch measurement model were Judges (21 German teacher trainers), items related to high school German textbooks (11 items) and German textbooks (A1.1, A1.2, A2.1, A2.2) for 9th, 10th, 11th, and 12th grades. According to the Rasch analysis results, while the textbook coded A1.1 has the highest quality, the textbook coded A2.2has the poorest quality. In terms of items, the most difficult item was 10 while the easiest item was 1, and for judges, J7 had the most severe while J9 had the most lenient behavior. In the light of the results, more rigorous and detailed studies are suggested to improve the quality of textbooks.