JOURNAL OF EDUCATIONAL MEASUREMENT AND EVALUATION STUDIES
Year:2018 | Volume:7 | Issue:20 |Papers Count:7

The present study aimed to examine the prediction of the effectiveness of facilitating factors in institutionalization of descriptive evaluation. The correlation method was used for the descriptive study, and the statistical population included all the elementary teachers of Mashhad districts: 282 teachers were chosen using multi-stage cluster sampling. A researcher-made questionnaire consisting of 57 questions according to 8 facilitating factors presented by Ely and Surry States was used to collect data related to facilitating factors. Another researcher-made questionnaire consisting of 23 questions according to Hall and Hord’s ‘institutionalization checklist’ was used to collect data related to institutionalization levels. Following the data collection procedure, data were analyzed using SPSS21 software, the results of which indicated that 1) the majority of teachers were satisfied with the traditional evaluation; in their opinion, facilitating conditions of descriptive evaluation were inadequate for implementation of descriptive evaluation; 2) most teachers are located on three institutionalization levels and there is no significant meaning between the mean scores of facilitating factors according to four levels of institutionalization, i.e., levels one, two, three and four; 3) 10% of criterion variance through predictor variables can be established and 4) the result of the regression coefficients showed that the variables including knowledge, skills and commitment have a significant role in prediction of institutionalization of evaluation.

This study explores the lived experience of students who have changed their prior major and entrance to the postgraduate of educational science (different orientation). The research methodology was based on qualitative approach and phenomenological method and open interviews were used to collect data. The study population included all students who have experienced the change of major phenomenon (follow major) and are studying in educational science at Bu-Ali Hamadan University. Targeted sampling and saturation rule were used and 8 students selected as a sample. According to the findings 12 partial categories were extracted from the information provided by the participants that involved in the decision making of them to change the major. These categories generally can be classified in three factors including: economic factors, the characteristics of previous and current major, and the interests and personal characteristics. As well as students have used of various sources to learn about science education: students and professors of education, books, magazines, universities, educational institutions, and others. In general the results showed that students were satisfied from their choice to enter the major of education.

This paper examines the factors affecting demand for higher education in Iran. In this study, factors affecting higher education and the error correction using econometric techniques Johansen's co-integration test have been estimated for the period 1982-2014.The results indicate that all variables are significant and education expenditure and wage index have negative impact and urbanization and government expenditure on education have a direct effect on the students. Co-integration test indicates that the variables are associated in the long term. Error correction is 0.15 in per years.

This research is done with the combine exploration approach with the aim of recognizing and analyzing the competencies of the graduates of educational administration to work in the fields of education and development of human resources in industrial organizations. In the qualitative part, with objective and snowball sampling, graduates and professors of educational management were interviewed. With the analysis of the content and coding the interviews, 13 aspects were assessed. In the qualitative phase, based on the assessed qualifications, a questionnaire with an appropriate level of validity and stability was prepared and filled in by 126 graduates. In the qualitative part, the data of the research were analyzed using one sample T-test and ANOVA. The results show that the competencies in human resources management were at an average level, the experimental competencies and the degree of command of English were below the average, and the professional knowledge, administrative and executive, professional development, professional ethics, ICT literacy, perceptional, characteristic, communication and intellectual were above the hypothetical average of the research. Furthermore, the results of the Analysis of Variance didn’t show a meaningful difference in terms of the competencies among graduates of state universities in the city of Tehran.

In order to the better interpreting and comparing scores in test batteries the raw scores in each test are converted to a common scale that called scale score. One of the prevalent methods to transform raw scores to scale scores is normalizing. In this research to investigate the role of frequency pre-smoothing and score post-smoothing in normalizing scaling method we used 10000 random simulated sample data and 10000 random real sample data from Iran university entrance exam applicants. The role of smoothing methods in normal scaling method has been analyzed by conditional standard error of measurement that called CSEM, frequency charts and statistical indexes like moments. The results showed that reliability coefficient for all scaling methods are high, but analyzing charts, moments and conditional standard error of measurement illustrated that normalized scale score obtained from the frequencies smoothing method are the more accurate and fewer errors, Furthermore using pre-smoothing lead to reduce score error undulation.

The purpose of this study was to compare the social capital of traditional and distance education students was psychological capital. This research was comparative and population of traditional and distance education students in the academic year 94-93. Data from students of Payam Noor University of Tehran, Gilan and Ardebil (395) and the traditional University, Tehran University, Gilan University and Mohaghegh Ardabili (384) with multi-stage cluster sampling distribution ratio were collected. To collect data, questionnaires and psychological capital was social capital. To analyze the data, multivariate analysis of variance and discriminant analysis were used. The results showed that the social capital of traditional distance education universities is lower and there is no significant difference between psychological capital. The results also showed that the dimensions of social capital, social trust scores three variables, scientific collaboration and social networking among students of traditional universities and distance learning there is a significant difference And these variables able to predict membership in traditional universities and their education.

The objective of the present study is to analyze the experiences of teachers, students and parents in connection with challenges resulting from decrease of eustress in uneven implementation of descriptive evaluation program in educational system and educational performance of the students. Data was collected upon performing Semi-Structured Interview and purposeful sampling on 63 persons as research sample and was analyzed with Colaizzi's method. The results show that lack of separation between Eustress and Distress, when targeting descriptive evaluation plan, results in manifestation and severity of many and varied challenges. When the students have no stress and the evaluation criteria is very general, they may not obey their teachers and this may cause precarious position for the teachers; provide disobedience increase; loss of educational performance as well as misplaced expectations of the students and their parents. The evidence shows severe decline of productive education stress among students and this matter ends in loss of constructive competition and efforts, achievement motivation and reduction of deep learning of students, and finally; it causes educational failure and illiteracy.