Evaluation of projects produced by 6th grade students using internet of things (İot) technology in information technologies and software course with Rasch measurement model

The aim of this study is evaluation of the projects using the Internet of Things (IoT) technology and produced by the 6th grade students in the information technologies and software course with the Rasch measurement model. Also in the study, calibration map of the projects produced using IoT technology, analysis of the rigor/generosity of the raters (juries) and peer raters (evaluation of each other's projects by the project groups), item/task difficulty analysis of the project evaluations and bias analysis of the raters were made. It is thought that the research is important in terms of providing the researchers with an idea about where and how IoT technology can be used in education, and facilitating the integration of IoT technology into the lesson by teachers in the field of education. Survey model was used in the study. 37 6th grade students studying at a secondary school in a province in the Western Black Sea Region in the spring academic term of 2021-2022 voluntarily participated in the research. Students were divided into groups within the scope of the study, and each group prepared a project in the field of education by using IoT technology. In total, five project studies were carried out. In the research, evaluation was made with the Rasch measurement model, and a jury of 10 members consisting of secondary school teachers evaluated five project studies with 15 criteria. Project groups also scored their own project and the projects of other groups with the given 15 criteria. According to the results of the research, Project4 coded "Smart Bird Feeder Project" was the most successful and Project2 coded "Smart Science Laboratory Project" was the most unsuccessful of the five projects. According to the results of the research, Project4, the most successful project, received 937 points, while Project2, the most unsuccessful project, received 777 points. While the most tolerant jury was the J2 coded female branch teacher, the strictest jury was the J14 coded "Star Group" students. It is recommended to conduct qualitative research in addition to the Rasch measurement model in order to reveal the reasons for the impartiality of the juries and the students participating in the research more clearly.