An examination of measurement tools for the evaluation of reading comprehension skills in terms of affective dimension

This study aims to determine the extent to which the affective dimension is involved in the scales for the evaluation of reading comprehension skills used in master's theses in the field of Turkish education. To this end, the master's theses in the Council of Higher Education Thesis Center were listed using descriptive survey model. Since the data of the study consisted of scales for evaluating reading skills in master's theses in Turkish education, the document analysis method, one of the qualitative research methods, was used. The scale items were analyzed using content analysis within the scope of Bloom's revised affective dimension taxonomy. The data collection tool was an affective dimension form created by the researcher according to the affective dimension steps of the revised Bloom's taxonomy. According to the appropriateness of the scale items to this form, it was aimed to determine to what extent the affective dimension was involved in the scales. The obtained data through the form were analyzed in the context of the purpose and sub-purposes of the study. The results of the study revealed that the scales in the master's theses in Turkish education are insufficient in terms of including the affective dimension and measuring affective states at the upper level. It was determined that the items were predominantly multiple-choice in the lower-level steps and predominantly open-ended in the upper-level steps. Besides, doctoral theses were generally ahead in terms of involving the affective dimension according to the type of thesis.