JOURNAL OF EDUCATIONAL MEASUREMENT AND EVALUATION STUDIES
Year:2018 | Volume:8 | Issue:21|Papers Count:8

In this study, the causal effects of behavioral interactions of university professors on achievement motivation and academic performance of students were evaluated. All students of Payam Noor University of Ahwaz, have formed the research population, among them, 494 cases were selected on a voluntary basis. To collect the data of research, a research– made questionnaire behavioral interactions by Sevari (2016), motivation of Harter (1982) and Grade point Average (GPA) were used. Data analysis was done by SPSS and AMOS softwares. Data analysis showed that the proposed model fit after modification was confirmed. The results showed that strict behavioral and collaborative interactions of university professors has positive effect on academic motivation. Opposition behavioral interactions of university professors on academic motivation and behavioral interactions has negative effect and strict behavioral also has negative effect on students. The cooperative behavior interactions, strict behavior and opposition behavior of university professors respectively has the highest factor affecting on students motivation, and academic performance. Since this research shows behavioral interactions of university professors impacts on students motivation and academic performance, therefore to improve motivation and academic performance, according to strict behavioral and collaborative interactions of university professors is essential.

This study aimed to investigate the relationship between assessment for learning and self-regulated learning at the levels of student, class and school. The research method is descriptive-correlation. In this study, 888 high school students in the course year 2015-2016 Hamadan cluster sampling method were selected from among 26956 people. The tools used to data collection were consisted of, demographic information questionnaires, Student Assessment for learning (SAfL) and self-regulated learning questionnaire (CP-SRL). In order to analysis of data from descriptive statistic and multilevel models were used. Results showed a significant positive relationship between assessment for learning and self-regulated learning, that this relationship is influenced by the class level and the school level has no effect on the strength of this relationship. The results of this study emphasize the importance of assessing the students learning to delegate responsibilities. Evaluation can be a powerful tool for promoting usage students from cognitive and metacognitive strategies.

The purposes of this study are to develope and validate the performance evaluation tool of the university presidents in Afghanistan. In this research, mixed method with explorative plan-tool development model was used. The statistical population of the study is including the faculty members of Kabul public universities with a population of 1457, in which 304 people were selected by stratified random sampling method and also the university senior managers and authorities of higher education of Afghanistan with a statistical population of 42 in which 20 people were selected by targeted sampling. Then semi-structured interviews and a researcher-made questionnaire were used to collect the data. For analyzing the data, the thematic analysis and confirmatory factor analysis method with AMOS software were used. The results of the analysis showed that the tools for evaluating the performance of the university presidents in Afghanistan consists of 16 components with 56 indicators. Also, goodness of fit indices such as (CMIN / DF), (RMSEA), (RMR), (CFI), (IFI) showe that the designed tools have very favorable fitness.

This study aimed to comparative analysis of barriers to the commercialization of university research results was done. Methodology of research is survey and cross-correlation research. The population was the graduate students in University of Allameh Tabatabaei and University of Kharazmi campuses in 2015-2016 academic year with an approximate volume 1200 person. This study was simple random sampling. Number of samples based on Kregci-Morgan table, 290 person were selected. Researcher-made questionnaire of barriers to the commercialization of university research results was used to collect data. Validity was approved by the faculty and the reliability factor 0/84 Cronbach's alpha was calculated. Exploratory factor analysis using principal components with regard to the issue of higher loadings of 0/40 showed that 6 factor extraction that %55/067 of the variance could be derived to explain. Also high internal consistency alpha coefficient for the agent (the 0/52 to 0/89) showed. The results of comparison of the components by independent sample t test showed that between students of Allameh University campus and Kharazmi University campus only in tax – Credit component there are significant differences and in the other components weren’t significant differences.

This article evaluates Prospect series (1, 2, 3) and Vision 1, newly developed local textbooks used for teaching English as a foreign language in the Iranian junior and senior secondary schools. Liddicoat’s (2002) metacultural and Byram’s (1997, 2009) intercultural communicative competence models were adopted as the theoretical framework guiding the study. First, the textbooks were subjectively analyzed according to the models to see how metacultuural and intercultural knowledge are included. Then, semi-structured interviews were conducted with 22 teachers of the books (both male and female) to get a better understanding of the issue. The data were audio-recorded, transcribed, and subjected to content analysis. The accuracy and the internal validity of the interviews were ensured using member checking (Bazeley, 2013; Flick, 2014b). The results revealed that some local aspects of the Iranian culture were incorporated in the books, but the major focus was still on grammar and teaching functions. The books, however, were found not to sufficiently deal with metacultural and intercultural knowledge development. Considering teachers’ accounts, two major themes were identified in the interview data: disassociation of culture from language and Iranianization of the discourse and contents of the textbooks. The article argues that these shortcomings can result in loss of allegiance to the principles of “active and self-reliant communicative approach” as the foundation of the textbook. The article concludes with some suggestions for revisions for forthcoming revisions of the textbooks.

The aim of this study was to survey the quality of the educational activities of the Faculty of Literature and Humanities of Bu Ali Sina University in Hamadan, based on the importance-performance analysis model. Population of research was a graduate and master students of the Faculty that 350 of which were selected through available sampling method and were examined. The instrument to collect the data was a researcher-made questionnaire which measured seven dimensions of quality of educational activities, including objectives, content, teaching method, teachers’ characteristics, structure, resources and the evaluation methods of academic achievement at two levels of perceptions and expectations. The validity of the questionnaire was examined and approved according to some experts’ view and its reliability was obtained through Cronbach's alpha coefficient (96 percent). The results showed that there was a significant and negative gap between students, The gap between the components, objectives, content, teaching methods, teachers, structure, resources and evaluation methods, was respectively 060/1-, 346/1-, 886/0-, 121/1-, 249/1-, 472/1-, 886/0-, perceptions and expectations for learning activities in general and in separate dimensions.

The aim of study was Survey (strengths and weaknesses) of architecture students learning culture. The purpose of the study was applied and the qualitative approach to the case study method determination of data collection was conducted. In this study, semi-structured interviews was conducted with eight members of the faculty, educational administrators and PhD students Architecture. Content analysis using the method of categorization conducted to analyze the results of interviews and because the interview was based on the conceptual framework derived from check the background, with content analysis (Template Analysis) was used in analysis and categorization of qualitative data. Categories obtained were classified and presented in accordance with the framework of a learning cultureat at three levels individual with Categories: (motivation to learn, the role of the learner, student's expectations of learning, learner tasks), institutional with Categories: (cum encourage and education innovation, formal and informal rules, improve the quality of the learning context, faculty development, empowerment training capacity) and interactive with Categories (learning space, content and knowledge structure, goals, media, evaluation teacher relations with students, faculty, time frame.

The purpose of this mixed exploratory research was to identify the ranking indices of educational groups in public universities and design and formulate a conceptual framework based on various criteria and components. The statistical population included experts and elites in educational sciences and experts in higher education who were experienced in the higher education system of Iran. As such, 14 experts were selected through purposive snowball sampling method. The required data were collected though semi-structured interviews, content analysis and library studies. The validity and reliability of the data were determined using two approaches of participant review and non-participant expert review. Next, the data were examined though content analysis. The findings of the research showed that ranking the educational group embedded with 4 principal factors, including input factor (4 indicators), process factor (3 indicators), output factor (4 indicators) and outcome factor (3 indicators), might be duly conducted.