| Teachers’ attitudes towards teaching English grammar: A scale development study M Polat International Journal of Instruction 10 (4), 379-398, 2017 | 45 | 2017 |
| Analysis of multiple-choice versus open-ended questions in language tests according to different cognitive domain levels. M Polat Novitas-ROYAL (Research on Youth and Language) 14 (2), 76-96, 2020 | 33 | 2020 |
| Comparison of Performance Measures Obtained from Foreign Language Tests According to Item Response Theory vs Classical Test Theory M Polat | 15 | 2022 |
| Türkiye’deki hazırlık okullarının yeterlik sınavı uygulamaları ve bilgisayarlı dil ölçme fikrine yaklaşımları B AYDIN, E AKAY, M POLAT, S GERİDÖNMEZ Anadolu Üniversitesi Sosyal Bilimler Dergisi 16 (2), 1-20, 2016 | 14 | 2016 |
| Comparison of classical test theory vs. multi-facet Rasch theory in writing assessment M Polat, NS Turhan, Ç Toraman Pegem Journal of Education and Instruction 12 (2), 213-225, 2022 | 10 | 2022 |
| Measuring Language Learners' Success Oriented Motivation. M Polat Anatolian Journal of Education 5 (2), 151-162, 2020 | 10 | 2020 |
| Validity and reliability evidence for the scale of distance education satisfaction of medical students based on item response theory (IRT) Ç Toraman, E Karadağ, M Polat BMC medical education 22 (1), 94, 2022 | 9 | 2022 |
| Investigating the Backwash Effect of Higher Education Exam (YGS) on University Students’ Attitudes M Polat International Journal of Psychology and Educational Studies 7 (3), 152-163, 2020 | 8 | 2020 |
| A Rasch Analysis of Rater Behaviour in Speaking Assessment. M Polat International Online Journal of Education and Teaching 7 (3), 1126-1141, 2020 | 8 | 2020 |
| Akademisyenlerin Yabancı Dil Bilgisi Seviye Tespit Sınavı’nın (YDS) Geçerliğiyle İlgili Tutumlarının Belirlenmesi M POLAT Anadolu Üniversitesi Sosyal Bilimler Dergisi 18 (4), 1-28, 2018 | 6 | 2018 |
| A meta-analysis study on the relationship between mathematical literacy and mathematics achievement in PISA tests P Murat, NS Turhan International Online Journal of Education and Teaching (IOJET) 9 (2), 661-676, 2022 | 5 | 2022 |
| Reliability analysis of PISA 2018 reading literacy student questionnaire based on item response theory (IRT): Turkey sample M Polat, Ç Toraman, NS Turhan International Journal of Curriculum and Instruction 14 (1), 1004-1028, 2022 | 5 | 2022 |
| RATERS’ PREJUDICES IN THE ASSESMENT OF ORAL PERFORMANCE M Polat, E Akay European Journal of English Language Teaching 3 (2), 15-32, 2017 | 5* | 2017 |
| Akademisyenlerin YDS'nin içeriği ve ket vurma etkisine ilişkin görüşleri M Polat Eğitim Bilimleri Enstitüsü, 2017 | 5* | 2017 |
| YDS ve YÖKDİL sınavlarının yabancı dil eğitimi üzerine etkileri M Polat Kastamonu Education Journal 28 (5), 2188-2202, 2020 | 4 | 2020 |
| Popüler kültürün lise öğrencileri üzerindeki etkileri M Polat, N Sölpük Eğitim ve Öğretim Araştırmaları Dergisi 3 (2), 163-169, 2014 | 4 | 2014 |
| Washback effect of Turkish foreign language proficiency exam YDS: A scale development study M Polat Journal of Language and Linguistic Studies 15 (4), 1252-1268, 2019 | 3 | 2019 |
| DEFINING SEVERE GRADERS THROUGH MANY FACETED RASCH MEASUREMENT M Polat European Journal of Foreign Language Teaching 3 (4), 186-198, 2018 | 3 | 2018 |
| Applying generalizability theory in language testing: Comparing nested and crossed scoring designs M Polat, NS Turhan International Journal of Curriculum and Instruction 13 (3), 3344-3358, 2021 | 1 | 2021 |
| Identifying Language Learners' Needs M Polat International Journal of Curriculum and Instruction 12 (2), 421-435, 2020 | 1 | 2020 |
