Halime Yıldırım hoş | Evaluation | Best Researcher Award

Published on by Academic Achievements

Mrs. Halime Yıldırım hoş | Evaluation | Best Researcher Award

Mrs. Halime Yıldırım hoş | Evaluation – Assistant Professor at İstanbul Medeniyet University, Turkey

Asst. Prof. Dr. Halime Yıldırım Hoş is a dedicated academic and researcher specializing in educational measurement and evaluation. Her career has been defined by her deep expertise in areas such as Item Response Theory (IRT), Mixture IRT Models, and analyzing respondent behaviors in assessments. She has made substantial contributions to the fields of educational assessment, norming studies, and the evaluation of national and international examinations. Throughout her career, she has worked on numerous national and international projects, focusing on educational practices and the development of measurement tools for educational systems. With her passion for improving assessment and evaluation methods, she continues to inspire both her students and fellow researchers.

Profile:

Google Scholar

Education:

Dr. Yıldırım Hoş’s academic journey began with a Bachelor’s degree in Mathematics Teaching from Gazi University in 2012. Her pursuit of advanced knowledge in the field led her to complete a Master’s degree in Measurement and Evaluation in Education from the same university in 2015. She then went on to earn her Ph.D. in the same field from Gazi University in 2022, where she focused on analyzing response styles in rating scales using hybrid IRT and multiple process IRT methods. Her academic background provides her with a strong foundation in research, which she has successfully applied to various aspects of educational measurement.

Experience:

Dr. Yıldırım Hoş has accumulated valuable teaching and research experience over the years. Beginning her academic career as a Research Assistant at Gazi University in 2013, she later moved to Istanbul Medeniyet University, where she held the same position until 2024. Currently, she serves as an Assistant Professor in the Department of Measurement and Evaluation at the Faculty of Education. Her teaching experience is complemented by her involvement in various academic and research projects, where she has contributed significantly to the development and application of measurement tools in education.

Research Interests:

Dr. Yıldırım Hoş’s research interests lie primarily in the areas of Item Bias, Item Response Theory (IRT), and Mixture IRT Models, with a particular focus on response behaviors in educational assessments. She is especially interested in examining how response styles impact the results of rating scales and the accuracy of measurement tools. Her work aims to improve the reliability and validity of assessment instruments used in national and international examinations, with a particular emphasis on enhancing the fairness of educational assessments. Dr. Yıldırım Hoş also investigates norming studies and the development of tools that support educational decision-making processes, with a focus on higher education assessment practices.

Awards:

Throughout her career, Dr. Yıldırım Hoş has received recognition for her academic achievements, including prestigious awards from TÜBİTAK. She was awarded the TÜBİTAK Domestic Master’s Scholarship Program (2211) and the TÜBİTAK Domestic Ph.D. Scholarship Program (2211), which were instrumental in her advanced studies and research endeavors. These awards reflect her academic excellence and the impact of her work in the field of educational measurement and evaluation. Her contributions to the field continue to garner recognition, solidifying her position as a leading researcher in her area of expertise.

Publications:

Dr. Yıldırım Hoş has made significant contributions to the academic literature in the field of educational measurement. Below are some of her key publications:

  1. Yıldırım Hoş, H., & Uysal Saraç, M. (2025). How does incorporating the response times into mixture modelling influence the identification of latent classes for mathematics literacy framework in PISA 2022? Education and Science, 2025(Supplement 1), 129–146. 📚
    • Cited by various articles related to educational assessment models.
  2. Yıldırım, H., & Büyüköztürk, Ş. (2018). Using the Delphi technique and focus-group interviews to determine item bias on the mathematics section of the level determination exam for 2012. Educational Sciences: Theory & Practice, 18, 447–470. DOI: 10.12738/estp.2018.2.0317. 📘
    • Cited by multiple studies on item bias detection in educational assessments.
  3. Büyüköztürk, Ş., Yılmaz, S., Özbay, Y., Eşici, H., Tomar, İ. H., Aliyev, R., Yıldırım Hoş, H., … & Akyılmaz, F. D. (2019). The effectiveness of addiction prevention training program of Turkey on improved acquisition of knowledge and emotional awareness about addiction. Addicta: The Turkish Journal on Addictions, 6(1), 115-131. DOI: 10.15805/addicta.2019.6.1.0005. 📑
    • Cited by addiction prevention research and educational program evaluations.
  4. Öztürk, Ö. M., Büyüköztürk, Ş., Aydın, G., Dinç, M., Işık, S., Yıldırım Hoş, H.,… & Yıldırım Seheryeli, M. (2020). The Effect of Turkish Green Crescent Society APTP program on students’ knowledge and emotional awareness about tobacco, alcohol, drug, and technology addiction. Addicta: The Turkish Journal on Addictions, 7(3), 180-198. DOI: 10.5152/ADDICTA.2020.20020. 📖
    • Cited by addiction-related educational program evaluations.
  5. Yıldırım Hoş, H., Uysal Saraç, M., & Büyüköztürk, Ş. (2018). Farklı örneklem büyüklüğü ve dağılımı koşullarında WLS ve Robust WLS yöntemlerinin karşılaştırılması. Elementary Education Online, 17(1), 431-439. DOI:10.17051/ilkonline.2018.413794. 📘
    • Cited by research comparing different statistical methods in educational assessments.
  6. Karakuş Şeren, S., Yıldırım, H., & Büyüköztürk, Ş. (2016). Üç faktörlü yeme ölçeğinin Türk kültürüne uyarlanması: Geçerlik ve güvenirlik çalışması. TAF Preventive Medicine Bulletin, 15(3), 229-237. DOI:10.5455/pmb.1-1446540396. 📚
    • Cited by cultural adaptation studies in psychological measurement tools.

Conclusion:

Asst. Prof. Dr. Halime Yıldırım Hoş is a distinguished researcher whose contributions to the field of educational measurement and evaluation have been instrumental in advancing the understanding and application of Item Response Theory (IRT), item bias detection, and response style modeling. Her academic achievements, demonstrated by her impactful publications, prestigious awards, and significant project involvements, place her as a top candidate for the Best Researcher Award. With an exceptional ability to integrate theory into practice, Dr. Yıldırım Hoş continues to shape the landscape of educational assessment. Her ongoing research and commitment to improving educational evaluation tools not only contribute to academia but also have a tangible impact on educational practices and policy development.

Nazife Tuğba YILDIRIM | Education Sciences | Best Researcher Award

Published on by Academic Achievements

Mrs. Nazife Tuğba YILDIRIM | Education Sciences | Best Researcher Award

Phd | Çukurova University | Turkey

Research for Best Researcher Award: Nazife Tuğba YILDIRIM

Strengths for the Award

Nazife Tuğba YILDIRIM exemplifies the qualities of an outstanding researcher through her remarkable contributions to the field of educational sciences. Her research demonstrates a commitment to advancing educational methodologies and improving teaching practices. Key strengths include:

  1. Diverse Research Output: Her publications cover a broad spectrum of topics, including constructivist applications in learning, portfolio assessment, and teacher efficacy. This diversity highlights her ability to address various aspects of educational science.
  2. High-Impact Research: Articles published in reputable journals such as Interactive Learning Environments and Evaluation and Program Planning demonstrate the significance and relevance of her research in contemporary educational settings.
  3. Innovative Approach: YILDIRIM’s work integrates mixed-methods and meta-analytical techniques, reflecting a sophisticated approach to research that combines quantitative and qualitative data to provide comprehensive insights.
  4. Educational Leadership: Her role as a Deputy Principal and specialized teacher adds practical depth to her research, bridging the gap between theoretical research and real-world application. This leadership position allows her to implement and test educational theories in a practical environment.
  5. Recognition and Awards: Multiple certificates of achievement for diligence and hard work from various authoritative bodies attest to her dedication and impact in the educational sector.

Areas for Improvement

While Nazife Tuğba YILDIRIM’s contributions are commendable, there are areas where further development could enhance her profile:

  1. Broader Publication Reach: Expanding her research to include more international collaborations and high-impact journals could increase the visibility and influence of her work on a global scale.
  2. Longitudinal Studies: Incorporating longitudinal studies into her research portfolio could provide deeper insights into the long-term effects of educational interventions and methodologies.
  3. Increased Research Grants: Securing larger research grants and funding could support more extensive and innovative projects, allowing for greater exploration and impact in her research area.
  4. Interdisciplinary Research: Exploring interdisciplinary approaches that combine educational sciences with other fields such as psychology or technology could yield new perspectives and innovative solutions.
  5. Public Engagement: Increasing engagement with the public and educational practitioners through workshops, seminars, and media could amplify the practical application and impact of her research findings.

Conclusion

Nazife Tuğba YILDIRIM stands out as a leading figure in the field of educational sciences, marked by her extensive research contributions, innovative methodologies, and leadership roles. Her work is characterized by a deep commitment to improving educational practices and methodologies. With targeted improvements in publication reach, research funding, and public engagement, she is well-positioned to further enhance her impact in the educational research community. Her dedication and achievements make her a strong contender for the Best Researcher Award, reflecting both her scholarly excellence and her significant contributions to the field.

📖 Short Bio

Nazife Tuğba YILDIRIM, a PhD candidate in Classroom Teaching at Çukurova University, is a distinguished educational leader and researcher. With a strong background in primary education and educational sciences, she serves as an Assistant Director at Asiye Ziylan Primary School. Her research and practical experience reflect a commitment to advancing teaching methodologies and educational practices.

Profile

SCOPUS

🎓 Education

  • Undergraduate Degree (2008): Mustafa Kemal University, Faculty of Education, Department of Primary Education – Classroom Teaching
  • Master’s Degree (with Thesis, 2012): Gaziantep University, Institute of Social Sciences – Educational Sciences
  • PhD Candidate (2021 – ongoing): Çukurova University, Institute of Social Sciences – Classroom Teaching
  • Additional Studies: Istanbul University Auzef Undergraduate Program in Exercise and Sport Sciences, Anadolu University Open Education Faculty Literature Program

💼 Experience

  • Deputy Principal (2021 – present): Asiye Ziylan Primary School, Gaziantep/Şahinbey
  • Deputy Principal (2016 – 2021): Nesrin Mehmet Abar Primary School, Gaziantep/Şahinbey
  • Teacher (2010 – 2016): Various Primary Schools including Sarıt Primary School and Uzunyol Primary School

🔬 Research Interest

Nazife YILDIRIM’s research interests focus on the efficacy of constructivist teaching methods, portfolio assessment in primary education, and the relationship between teacher self-efficacy and educational practices. Her work integrates innovative approaches to improve permanent learning and instructional effectiveness.

🏆 Awards

  • Certificate of Achievement (2017): District Governorate for Diligence
  • Certificate of Excellence (2021): District Governorship for Outstanding Performance
  • Certificate of Achievement (2022): Ministry for Diligence

📚 Publications

  • Yildirim, N. T., Batdi, V., & Efendioğlu, A. (2024). A mixed-meta method on the efficacy and impact of constructivist applications on permanent learning. Interactive Learning Environments.
  • Doğan, Y., Yıldırım, N. T., & Batdı, V. (2024). Effectiveness of portfolio assessment in primary education: A multi-complementary research approach. Evaluation and Program Planning.
  • Yıldırım, N. T., & Efendioglu, A. (2023). Sınıf Öğretmenlerinin Öz Yeterlik İnançları ile Okul Dışı Öğrenme Ortamlarına Gezi Düzenlemeye Yönelik Kaygı Düzeyleri Arasındaki İlişkinin İncelenmesi. Journal of Medeniyet Eğitim Araştırmaları.
  • Bae, S., & Chong, K. L. (2024). Centering Cultural Knowledge in TPACK—Evidence From a Collaborative Online International Learning Collaboration. International Review of Research in Open and Distributed Learning.
  • Deniz, S., & Yıldırım, N.T. (2023). Öğretmenlerin Perspektifinden; Alfa Kuşağı, Dijital Öğrenciler, Eğitim Teknolojileri ve Öğrenmenin Geleceği. Proceedings Book, INTERNATIONAL EDUCATION CONGRESS 2023.
  • Yıldırım, N.T., Önderöz G. F., & Yurtal, F. (2023). Sınıf Öğretmenlerinin Okul Zorbalığına İlişkin Tutumları. X. International Eurasian Educational Research Congress Proceedings.