JOURNAL OF EDUCATIONAL MEASUREMENT AND EVALUATION STUDIES
Year:2016 | Volume:5 | Issue:12|Papers Count:8

This study aimed at exploring psychometric properties of the Oxford Happiness Questionnaire short form. To this end, 494 university students were randomly selected from different universities located in Tehran city. The research instruments were the Oxford Happiness Questionnaire, the Satisfaction with Life Scale, and Rosenberg’s Self-Esteem Scale. Results of a Confirmatory Factor Analysis indicated that the Oxford Happiness Questionnaire measures happiness as a unidimensional construct. The Cronbach’s alpha coefficient of the questionnaire was found to be 0.71 for whole population, 0.71 for female and 0.70 for male samples which is satisfactory. Results of a Pearson correlation revealed that there was a positive and significant relationship between the short and long form happiness questionnaire’s scores, satisfaction with life, and self-esteem. Also, the female university students’ mean score was higher than their male counterparts. The results of the research indicated that the Oxford Happiness Questionnaire Short Form has acceptable psychometric characteristics among university students and it can be used as a valid instrument in psychological research.

The aim of this study was to estimate the dependability coefficient of undergraduate students’ evaluation scores of teaching performance within a generalizability theory framework. To this purpose, assessment data of professors in the first semester of academic year 2014-2015, recorded in educational system of Allameh Tabatabai University, were defined as statistical society. Then, performance assessments scores of 12 professors were selected as statistical sample using multistage random sampling. Data were analyzed using multi-facet nested design to evaluate dependability coefficient of data. Findings suggest that dependability coefficient of students’ views on teaching performance of professors is not the same for all departments. In addition, mean evaluation scores of eight professors from 12 samples should not be regarded as the basis for decision-making, since their dependability coefficient is lower than expected. According to the results, it is suggested to evaluate dependability coefficient of students’ views first for promotion of guest or adjunct professors or renewal of their contracts. If this dependability coefficient was lower than expected, their views should not be considered as a basis for decision making.

With the purpose of evaluating the extent of consistency between the results of various evaluation strategies of instructors a descriptive correlational study was done. Population of the study was students, alumni and faculty members of Literature and Humanities in University of Kurdistan. The data were collected using questionnaires that were adapted from of standard worksheets of the Iranian ministry of science, research and technology in the year of 2011. Cronbach’s alpha was used to determine the reliability of the questionnaires. Pearson correlation coefficient, and regression analysis were used for data analysis. The results showed that there is a significant difference between the mean scores of different evaluation strategies. Regression analysis showed that results of the students, self-evaluation and peers’ viewpoints can determine 21% of the results of the evaluation performed by the employers. Therefore, due to the difference between the results of various strategies of the instructors’ quality teaching, it is essential to integrate more strategies for a comprehensive evaluation of instructors as well as using different and appropriate measurement tools to identify the strengths and weaknesses of university instructors’ teaching.

Evaluation of the required talents for entrance the market is one of the concerns of the administrators of higher education institutions and universities. The purpose of this study was to find the validation of the assessment instrument of work talent in the students of B.Sc. engineering courses of Shahid Bahonar University of Kerman (N: 799). The sample of 300 students was estimated and selected through stratified randomization. The tool of data collection was provided on the basis of the presented factors from the testing institution of America in order to evaluate talents in the market. Reliability and internal equality seemed to be used to determine the reliability of the assessment instrument of work talent in the students. The Cronbach Alpha coefficient for the fundamental factors of the instrument was 0.74 to 0.89. The confirmatory factor analysis, convergent and divergent validity were studied in order to determine the validity of the instrument. The results of the analysis showed that the assessment instrument of work talent in the students consisted of ten factors; targeting, cooperation, creativity, arrangement, good willing, influence, optimism, knowledge, consistency, and effort; was appropriately reliable and valid.

Quality evaluation is a fundamental role in the progress of academic disciplines. The aim of the study was to design a quality assurance training course model in the field of educational administration. The purpose of the study was applied and was conducted by the mixed method. The sample interview was included 11 experts and professors of educational administration, and content analysis by categorization method determined eight factors: management, planning and organizing groups, faculty, students, facilities and support services as inputs, teaching and learning and curriculum implementation as a process, and graduates, scientific, as output and outcome. Then total documents at the state evaluation and quality assurance academic disciplines were considered as society and to determine the criteria and indicators for each factors 37 documents were studied by available sampling method .Then using content analysis and categorization of data in eight of the factors obtained 28 criteria and 86 indicators. 76 people of faculty members of educational administration at the state universities of Tehran and experts was considered as society and by using a researcher-made questionnaire was evaluated the importance of these indicators in the field of quality educational management. The sampling method was purposeful and sample size was considered equal by society. Kolmogorov-Smirnov test, one-sample t-test, multivariate regression, multivariate analysis were used for data analysis. All of the criteria and indicators to assess the 8 factors approved the structure of educational administration model. Acceptance of model was approved by using questionnaire and purposive sampling between 14 experts quality.

Quality assessment of academic achievement in the educational system could be laying the groundwork for continuous vision of the educational system, and of organizational health monitoring system and excitation system’s dynamism. Qualitative approach with a phenomenological method, attended by 14 participants from among the teachers of Tehran city in winter 1393 and spring 1394, purposive sampling and semi-structured in-depth interviews were conducted. Data analysis was performed based on the 7-step Colaizzi’s. Depth analysis of narratives was used to identify and classify 10 under the theme and so the 3 main themes were identified. Teachers to the goals, methods of implementation and administration, and generalization of this project, a lot of criticism and grievances they want to be heard. Enforcement mechanisms and providing integrated high-side and tracking and responding to those criticisms and concerns in this regard, the Will help to improve quality evaluation system in primary schools.

Job involvement as an attitude is an important factor that contributes to the efficiency and effectiveness of the organization. Job involvement is based on the staff’s perception toward working environment and their jobs. It is based also on the integration of job and personal life. The low level of job involvement among staff leads to reducing performance at various levels of organization. Understanding this necessity, the present study aimed at investigating the role of perceived organizational justice on job involvement by mediating organizational identification among the faculty members of the state universities in Hamedan (N= 756). The research method was descriptive and correlational. Using the stratified random sampling commensurate with the size of each class, 255 subjects were selected. The research data were gathered by standard questionnaire and then analyzed by Lisrel and SPSS. The results showed that perceived organizational justice and the organizational identity had positive and significant relationship with job involvement. But, the relationship among the perceived organizational justice, the job involvement and the mediating organizational identification was not significant. Hence, one of the effective factors on job involvement among faculty members is to take the organizational justice and their organizational identity into consideration.