Halime Yıldırım hoş | Evaluation | Best Researcher Award

Posted 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.

Zerrin Toker | Education | Best Researcher Award

Posted on by Academic achievements

Assoc. Prof. Dr. Zerrin Toker | Education | Best Researcher Award

Assoc. Prof. Dr. Zerrin Toker | Education – Assoc. Prof. Doctor at Ted University, Turkey

 

Assoc. Prof. Dr. Zerrin Toker is an accomplished academic and researcher specializing in mathematics education, with a particular focus on teacher development and reflective practices. She has significantly contributed to the field through her work in designing instructional programs for mathematics teachers, curriculum development, and her extensive research on the professional growth of pre-service and in-service educators. Her expertise has been recognized both nationally and internationally, with her research published in several prestigious academic journals. Over the years, Dr. Toker has also taken on several leadership roles at academic institutions, guiding initiatives to enhance the quality of education in mathematics. Her dedication to transforming teaching practices, advancing educational policies, and mentoring future educators has had a profound impact on the academic community.

Profile:

Scopus

Education:

Dr. Toker’s educational background is rooted in mathematics education. She earned her Bachelor’s degree from Middle East Technical University (METU), where she also pursued her Master’s and Doctoral degrees in the same field. Her Ph.D. research focused on preservice mathematics teachers’ reflective practices in teaching and learning. Through her studies, she has gained a deep understanding of how students and teachers develop their mathematical thinking, which has shaped much of her career. This academic foundation, along with her commitment to continuous learning, has propelled her to become an influential figure in the field of mathematics education.

Experience:

Dr. Toker’s professional journey spans over two decades, beginning as a mathematics teacher, where she developed valuable insights into the challenges of classroom teaching. She served as the head of the mathematics department and professional development coordinator for several years, further establishing her leadership in shaping educational practices. Dr. Toker has also worked as an instructor at various universities, where she taught courses in mathematics education and mentoring programs for pre-service teachers. She has contributed significantly to curriculum development, particularly in designing textbooks used across elementary schools in Turkey. Her experience in these areas has allowed her to effectively integrate theoretical research with practical application, benefiting both teachers and students.

Research Interests:

Dr. Toker’s research interests lie in several key areas: the development of mathematical thought, conceptual learning, teacher training, and curriculum development. Her focus on reflective thinking practices, both in pre-service and in-service teachers, is central to her work, as she believes that reflective practitioners are better equipped to handle the dynamic challenges of teaching. She is also interested in design-based research, which allows educators to create solutions rooted in real-world classroom settings. Dr. Toker’s interest in interdisciplinary learning, differentiated instruction, and data-driven instructional design showcases her dedication to enhancing student outcomes and improving teaching methodologies.

Awards:

Dr. Toker has earned significant recognition for her contributions to mathematics education. Her work has been acknowledged through various awards and appointments, including leadership roles in accreditation commissions, curriculum development teams, and educational policy committees. These roles have allowed her to influence the broader educational landscape, ensuring that her research and teaching practices contribute meaningfully to improving the quality of mathematics education. She has also been nominated for the Best Researcher Award due to her impactful research and leadership in the field.

Publications:

  1. A bibliometric review of studies on mathematics teacher professional development with an emphasis on mathematics coaching research
    Journal: Journal of Mathematics Teacher Education (2024) 📘
    Cited by: This article offers insights into professional development strategies for mathematics educators and the role of coaching.
  2. Analysis of distractors in mathematics questions and their potential to lead to misconceptions
    Journal: Thinking Skills and Creativity (2024) 📝
    Cited by: The study identifies how question design in mathematics assessments can lead to student misconceptions, influencing instructional practices.
  3. Teachers’ Reflective Thoughts and Perceptions About Change in the Process of Adaptation to the International Curriculum
    Journal: Education and Science (2021) 📚
    Cited by: The paper explores the challenges and reflections of teachers adapting to international curricula, highlighting issues of curriculum reform.
  4. Preservice teachers’ reflections on learning number bases and teaching base ten
    Journal: International Journal of Research in Education and Science (2023) ✏️
    Cited by: This article presents preservice teachers’ insights into their understanding of number systems, a core concept in mathematics education.
  5. A Professional Development Model Proposal Including Lesson Supervision Practices: School-Based Reflective Mathematics Coaching
    Journal: Milli Eğitim (2023) 🔍
    Cited by: The paper proposes a professional development model focused on reflective teaching practices for mathematics educators.
  6. Identifying the presence of context and item-writing flaws in practice items: The case of Turkish mathematics textbooks
    Journal: International Journal of Assessment Tools in Education (2022) 📏
    Cited by: A critical analysis of flaws in Turkish mathematics textbooks, aiming to improve assessment quality.
  7. In-service Teachers’ Opinions about the Use of Video-based Self-reflection for Pedagogical Development
    Journal: Kuramsal Eğitimbilim Dergisi (2022) 🎥
    Cited by: This article discusses how video-based reflection can enhance teachers’ pedagogical practices.

Conclusion:

Assoc. Prof. Dr. Zerrin Toker’s body of work is a testament to her dedication to improving mathematics education at all levels. Through her leadership, research, and publications, she has had a lasting influence on teacher development, curriculum design, and instructional methodologies. Her ability to blend theoretical insights with practical applications in education makes her a distinguished researcher in her field. As a nominee for the Best Researcher Award, Dr. Toker stands out not only for her scholarly contributions but also for her ongoing commitment to the professional growth of educators and the transformation of mathematics teaching practices worldwide.