JOURNAL OF EDUCATIONAL MEASUREMENT AND EVALUATION STUDIES
Year:2017 | Volume:7 | Issue:18 |Papers Count:7

The main condition for using questionnaires is their validity and reliability. In the present study, the psychometrics properties of questions of parenting style inventory have been examined according to item-response theory, among 576 mothers of elementary school students in Tehran. The sample was selected by means of Multi-stage cluster sampling method. This study, due to the nature of its subject and objectives, is a descriptive research based on psychometric methods. In fitting the IRT-model–based approach with the inventory items and estimating the level of difficulty and the coefficient of determination of items separated based on subscales, the ltm and eRm packages were employed in software R. Results showed that the graded response model is a better fit in comparison with partial credit model, with the questions of parenting style inventory. The results of the estimation of the items parameters and items characteristic curves showed the items 17, 21, 24 of the permissiveness parenting style, items 4, 11 of authoritative parenting style and items 12, 18 of the authoritarian parenting style have a low desirability.

The aim of this study was to identify the challenges of the quality evaluation of virtual education curriculum. To this end, the descriptive survey method was used. The study population included the entire virtual education faculty members of Shahid Beheshti University, which were 48 individuals selected as the statistical sample according to Morgan table and proportional stratified random sampling. To collect the data of the study, a researcher-developed questionnaire was applied. Teachers’ and experts’ viewpoints were used to determine the validity of the questionnaire, and the reliability of the questionnaire was calculated 0.89 using Cronbach's alpha. To analyze the data, descriptive statistics (frequency, percentage, mean, standard deviation) and inferential statistics (one-sample t-test and t-test for two independent groups) were employed. The research findings showed that from the faculty members’ point of view, the evaluation of e-learning curriculum at the management and executive dimensions (M: 2.36), and also at the definitional and professional dimensions (M: 2.51) was challenging. The evaluation of e-learning curriculum of Shahid Beheshti University faces some challenges; however, E-learning management of Shahid Beheshti University can solve the problems and obstacles through making decisions in accordance with the results of the study and the implementation of effective systems for monitoring and evaluating.

The aim of the research is to identify and prioritize the most important affecting factors that lead students to approach private institutions for University Entrance Exam Preparation. According to its objectives, this is an applied research conducted using mixed (qualitative and quantitative) and exploratory methods. The population of the qualitative part includes the institutions’ officials and experts of educational system, which make up a sample of 15 people in a purposeful snowball method, and, in the quantitative part, 119 were selected by means of accessible sampling of students in Tehran’s private Institutions. In the qualitative part, the researchers employed semi-structured interviews to collect the data. Then, through the content analysis of the interviews, the most important concepts (according to the goals) were detected and then assessed applying a researcher-made questionnaire. The validity of the questionnaire was calculated through the analysis of the confirmatory factor and the reliability was calculated 86/0 by means of Cronbach's alpha coefficient. In the qualitative part, the data analysis software (Nvivo) was used and, in the quantitative part, SPSS was applied to analyze the data. According to review literature and the qualitative and quantitative findings, the most important reasons for volunteers to go to private institutions in order to get ready for University entrance exam is their dissatisfaction with the results of previous years, and lack of effectiveness of schools’ curriculum and inadequate formal education.

The purpose of this study was to investigate the role of social and educational characteristics of Hormozgan Province High school students on their success in the University entrance exam. This is a descriptive-analytical applied research. The statistical population includes three groups: a) High School Graduates of Hormozgan province b) High school principals of Hormozgan province. C) Teachers at the High schools of Hormozgan province. The first group has been selected through convenience sampling method and the other two groups through simple r andom Sampling. The research tools comprised standard and self-made questionnaires. Content validity was determined by experts and reliability was calculated based on Cronbach's alpha. Data were examined by way of correlational analysis and multiple regressions. The results showed that a) the participation in University entrance exam classes in hormozgan had an insignificant relationship with the success in the exam. B) The social, family and educational status had a significant relationship with the success. C) The regression showed that duration of study, educational background at elementary and high school levels, study style and family’s financial status are the factors which can predict the success in the entrance exam.

Ecological problem in the analysis of aggregate data is a serious methodological issue in most studies. In the present paper, the problems of Aggregate analysis and disaggregate analysis has been analyzed, and multilevel modeling procedures, specifically Hierarchical Linear Modeling (HLM) as an alternative method is introduced. This research is correlational and has analyzed the relationships of variables among 6029 eighth-grade students (2816 girls and 3213 boys) who had participated in TIMSS 2011 and completed the TIMSS questionnaire. The results showed that there is a significant relationship between Homework time and Homework opportunity with mathematics achievement at students-level; however, it was not significant at teachers-level. The utility of multiple analyses at nested data set were also confirmed.

This study aims to compare the research activities of faculty members in state and Islamic Azad universities of Tehran city in order to propose solutions for empowering them. The research Method is quantitative based on data collection and is descriptive-Survey based on its procedure. A researcher-made checklist was prepared including 32 items for evaluating professors’ research status. In addition, Spreitzer’s standard questionnaire (Reliability 0/906) was prepared to identify their empowerment status. The Statistical population of this study consisted of all full-time faculty members at state and Islamic Azad universities in Tehran city at 2014-2015 academic year, which were about 4685 and 2602 individuals, respectively in state and Islamic Azad universities. Accordingly, a sample of 487 and 390 individuals were chosen by Multistage Cluster sampling from each category. Data analysis, which was done by means of T-tests in SPSS software, revealed a desirable status for faculty members’research activities; however, faculty members at state university had a better status.

The purpose of this study is to explain experts’ points of view about the expected competencies of teacher- students in the curriculum of Farhangiyan University. To this end, using a qualitative approach and the discovery of grounded theory, with 15 people in the field of teacher training curriculum, which is based on purposive sampling of desirable cases, semi-structured interviews were conducted. Validity of interview questions was confirmed by experts. The analysis of the data, with qualitative analysis software MAX.Q.D.A 2007 has been made in three stages including open coding, axial and selection. Findings in form of a conceptual model, showed four main categories of competencies including: content knowledge, pedagogical knowledge, pedagogical content knowledge and general knowledge. Results showed that a competent teacher should be dominating on necessary and sufficient specialized knowledge to navigate and deploy developments in the field of education and must be rational so as to gain ability to conduct inquiry and research in resolving issues, and act as a social activist and a training master in the process of educating learners.