JOURNAL OF EDUCATIONAL MEASUREMENT AND EVALUATION STUDIES
Year:2020 | Volume:9 | Issue:28 |Papers Count:8

The purpose of this study was to find an appropriate method for linking the academic achievement scores to the National University Entrance Examination scores in Iran in comparison to the current practice (normalized method) based on Conditional Standard Error for Measurement. For this purpose, the scores of randomly selected of 5, 000 high school graduates of the Mathematics and Physics in 2014 who had participated in National University Entrance Examination of 2015 were analyzed. Based on the criteria introduced by Dorans (2004) and the viewpoints of Pommerich et al. (2004), the concordance was chosen for linking the scores. Accordingly, linear, mean, and equipercentile methods were used to link scores on academic achievement and National University Entrance Examination tests. Results indicated that the equipercentile method were less sample dependent, so test scores linked using this method were more valid for making admissions decisions. Finally, the results showed that the conditional standard error of measurement of the linked scores using the equipercentile method is much lower than the method which is currently being used by the National Organization of Educational Testing in Iran.

The present research was conducted to investigate the relationship between the quality of the educational services with the development of content knowledge and core competencies of the student-teachers of Farhangian university. Research method is descriptive-correlation. The statistical population includes the entire junior and senior student-teachers entered in Farhangian University (a university for teacher training and development) of West-Azerbaijan in 2012-2013 which is investigated in the academic year 2015-2016. The number of subjects was 1823 selected based on Cochran Formula, about 317 participants are selected in accordance with random stratified sampling method. In order to measure variables; quality of educational services, content knowledge and core competencies, Servqual questionnaire, self-made questionnaire and Heidary, Farajpahlou, Osareh & Geraei questionnaire (2013) were applied, respectively. Pearson Correlation results show that there are meaningful and positive relations among quality of educational services along with content knowledge and core competencies. In addition, Structural Equation model shows that dimensions of educational services quality has a positive and meaningful effect on content knowledge and the core competencies of student-teachers. Also, content knowledge plays a mediation role in the relationship between the quality of educational services and core competencies.

The purpose of this study was to determine the quality of new postgraduate curriculum curricula based on Kano model. The research method is also applied based on the purpose of the applied type and based on the nature of the descriptive-survey type and in terms of approach. The statistical population consisted of all postgraduate students of curriculum planning in the public universities of Iran and professors of curriculum planning. The sampling method was multistage cluster sampling from 14 provinces, 15 provinces and 15 public universities in each province. Students and professors were randomly selected in each university. The field method and researcher-made questionnaires were used for data collection. Data were analyzed using paired t-test and Kano matrix. The research findings showed that students’ expectations in the ten elements of Acer are higher than their perceptions, and according to the research findings between teachers' expectations and perceptions of logic, goals, content, teaching and learning activities, learning materials and resources, time and place of learning and evaluation of differences.

The present study aims at validating the curriculum model with an entrepreneurial approach in Farsi Course of the second period of elementary schoolfrom the perspective of professionals and teachers. The type of research is applied and the research methodology is evaluation-field study. At first, the proposed model was designed in the form of Zais syllabus and entrepreneurship knowledge, attitude and skill components. Then, for the evaluation of the proposed model, teachers and professionals' perspective on the curriculum and entrepreneurship were used. A researcher-made questionnaire with 75 items was designed and distributed to 289 elementary school teachers via stratified random sampling and all the curriculum and entrepreneurship practitioners in the universities of Yazd province, comprising a total of number 48 people. To test the hypotheses of the research, chi-square test was used. The results showed that, from the viewpoint of teachers and specialists, the proposed curriculum model was validated in terms of objective, content, learning activities and evaluation in the areas of knowledge, attitude and skill. It is; therefore, suggested that materials developers and educational practitioners make use of the objectives, content, learning activities and evaluation methods of the proposed curriculum in their educational programs.

The purpose of this study was to identify the factors affecting the difference in the formative assessment and final assessment in high school students. To achieve this goal, sequential explanatory mixed method design was used. The population of the study at the quantitative stage was whole of the third grade (senior) high school students in Bastak and the countryside and sampling method was census. The population of qualitative step was all of the third grade high school students in Bastak and their teachers. 35 students and 20 teachers were selected using purposeful sampling. The research tool was semi-structured in the quantitative section and academic achievement scores in the qualitative section. The difference in the volume of the two tests, the difference in the difficulty of the two tests, the difference in the psychometric indices of the two tests, the difference in the psychosocial climate of the two tests, the lack of fit of the quality of teaching-learning, motivation and attitude (factors related to knowledge Students) and the manipulation of grades by teachers was one of the factors influencing the apparent difference between continuous and final grades.

The purpose of this study was to determine the factors of academic hardiness questionnaire in Students. The method was correlational study and factor analysis. Research population consisted of all undergraduate students studying in Faculty of Psychology and Educational Sciences at Allameh Tabataba'i University. Among these students, 186 students were selected by cluster sampling using Morgan table. The revised academic hardiness questionnaire (2005) was performed on students after translating and verifying content validity. By factor analysis, nine factors were identified as the main factors of the questionnaire and were confirmed by Confirmatory Factor Analysis. The alpha coefficient of the questionnaire’ s factor was 0. 47 to 0. 87 and Cronbach's alpha coefficient for the questionnaire was 0. 81. The results of this study showed that this questionnaire has appropriate validity and reliability, and can be used as a suitable tool for educational and motivational purposes.

The purpose of this study was to identify the factors, criteria and accreditation markers in order to quality assurance of education in theoretical secondary schools. The research method was multi-method using both documentary and phenomenological methods. To access rich data after analysis of documents (7 internal documents and 17 external documents related to selected keywords), interviews with experts were used. Participants in research based on a targeted approach and using the preferred method, among the experts in education, the accreditation experts and executive education officials were selected. Theoretical saturation was obtained as an index of adequacy of data after a deep interview with 35 contributors. For data collection, a semi-structured interview was used to analyze the documents. The results showed that the accreditation framework of the theoretical secondary schools. It has 7 factors (Organizational Structure, Physical Structures, Teacher's Individual Factors, Individual Factors Knowledge, Political Factors, Cultural Factors, and Technical Core Teaching and Learning). And 60 criteria and 266 indicators were identified in accordance with the characteristics of the secondary schools for the above seven factors. Finally, the suggested model for validation of the theoretical schools was introduced.

The purpose of this study is to criticize and evaluate the role of community-oriented university in the Iranian higher education system which has been conducted with the help of documentary study and interviewing experts simultaneously which has consisted of the most essential written texts about the conditions of community-oriented university in Iran and interviewing higher education experts has done as well. A purposeful random sampling based on qualitative research strategies has done and fifteen scientific documents were used as written samplings and interviewing twelve experts of higher education by means of a purposeful method of snowball was used as well. The collected data was analyzed through discourse analysis which divided into three categories: the first discourse (agreement), the second one (opposition) and the third one (contingent). The results of the study indicated that the status of community-oriented university influenced by the power of political groups with respect to historical, political, social, economic and cultural aspects and also most of the problems of non-realization of community-oriented university in Iran are based on eleven main components of being fit into Iranian context, responsibility, communication and interaction, development of justice, academic culture, economics and technology, university culture, university independence, leadership and management, empowerment and sustainable development were designed. Finally, the experts' assessment indicated that because of shortage of necessary background in these eleven components, the status of community-oriented university was not in a desirable situation.