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How many response categories are sufficient for Likert type scales? An empirical study based on the Item Response Theory

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dc.contributor.author Aybek, Eren Can
dc.contributor.author Toraman, Cetin
dc.date.accessioned 2023-01-09T21:09:52Z
dc.date.available 2023-01-09T21:09:52Z
dc.date.issued 2022
dc.identifier.issn 2148-7456
dc.identifier.uri https://doi.org/10.21449/ijate.1132931
dc.identifier.uri https://search.trdizin.gov.tr/yayin/detay/1125653
dc.identifier.uri http://acikerisim.pau.edu.tr:8080/xmlui/handle/11499/46191
dc.description.abstract The 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.iso en en_US
dc.publisher Ijate-Int Journal Assessment Tools Education en_US
dc.relation.ispartof International Journal Of Assessment Tools In Education en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.subject Likert-type scale en_US
dc.subject Response categories en_US
dc.subject Item response theory en_US
dc.subject Number en_US
dc.subject Reliability en_US
dc.subject 4-Point en_US
dc.subject 5-Point en_US
dc.title How many response categories are sufficient for Likert type scales? An empirical study based on the Item Response Theory en_US
dc.type Article en_US
dc.identifier.volume 9 en_US
dc.identifier.issue 2 en_US
dc.identifier.startpage 534 en_US
dc.identifier.endpage 547 en_US
dc.authorid TORAMAN, Çetin/0000-0001-5319-0731
dc.identifier.doi 10.21449/ijate.1132931
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.authorscopusid #N/A
dc.authorwosid TORAMAN, Çetin/R-7100-2018
dc.department-temp [Aybek, Eren Can] Pamukkale Univ, Fac Educ, Dept Educ Sci, Denizli, Turkey; [Toraman, Cetin] Canakkale Onsekiz Mart Univ, Fac Med, Dept Med Educ, Canakkale, Turkey en_US
dc.identifier.trdizinid 1125653 en_US
dc.identifier.wos WOS:000834987900014 en_US

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