JOURNAL OF EDUCATIONAL INNOVATIONS
Year:2006 | Volume:5 | Issue:18|Papers Count:9

The purpose of this research was to study the effect of descriptive evaluation plan on cognitive, affective and psychomotor characteristics of elementary third grade students in Tehran. This plan has been carried out experimentally in four regions of Tehran since 1382-83 educational year (regions 1, 5, 9, 16) emphasizing on formative, performance evaluation and descriptive feedback. The target population was limited to above mentioned regions. In this research 96 third grade students were selected randomly among experimental schools of descriptive evaluation plan (48 girls and 48 boys) and 96 students from equivalent schools as control group. Measurement instruments used in this research are: (1) academic achievement tests, (2) metacognitive awareness questionnaire, (3) quality of school life (QSL) questionnaire, and (4) performance tests.  MANOVA and ANOVA were carried out to analyze data. The results showed that progress level of third grade students among experimental schools in cognitive variables such as math, science, Persian language and metacognitive awareness was significantly higher than that of control group. There was no significant difference between experimental and control groups in variables of affective domain such as general satisfaction from school, negative affects to school, teacher- student relation, social integration, opportunity (feeling confidence in ability for success in school affair) and adventure (self motivation feeling and enjoy learning). There was a significant difference between two groups on psychomotor domain variables. The results showed that the mean score of experimental group in tree and leaf test is significantly higher than the mean score of control group. In other performance tests such as rubbish things test and thermometer test the mean score of two groups was not significantly different.

This study aimed at comparing Classical Test Theory and Nonparametric Item Response Theory with respect to the effect of testees’ characteristics on item characteristics and vice versa. The research method was of the applied, descriptive type. Library research served to exam the issue from a theoretical point of view and the descriptive method was employed to treat the issue from a theoretical perspective. In the practical study, the answer sheets of the candidates for the university entrance exam in the field of physics-math, and emprial science were studied for their performance on the math respectively. First, out of the candidates in the physics-math group, 3,000 were selected based on systematic sampling. Then several sample groups were selected, using the appropriate software and the size of the sample to respond to the research questions. Out of the candidates in the empirical science group, 1,000 were chosed for the purpose of this research. The two research questions in this study were treated theatrically, and in each question, the advantages of Nonparametric Item Response Theory over Classical Test Theory were examined. The research questions were also examined from a practical point of view. To analyze data, the statistical methods based on Classical Test Model – such as mean, item difficulty, item variance, biserial correlation (rb), and point-biserial correlation (rpb)- were applied. KR-20, frequency distribution, and test score plot were employed to analyze the total tests in this model. To analyze data according to Item Response Theory, statistical methods such as paired t-test, Pearson Cofficient Correlation and tests of significant were used. The result from the two methods of data analysis showed that the differences between the two groups of candidates affected the item indexes in CTT, but they did not affect the item index in NIRT. The results also showed that the ability parameter was affected by Item characteristics in CTT; however, in NIRT, item characteristics failed to measure the ability parameter of the testees and, like the item parameter, the ability parameter was invariant and non-skewed.

The objective of this paper is to prepare a develop a model for providing quality feedbacks to students. Importance and necessity: In order to reduce the negative impacts of quantity feedback on students learning, as well as mental health, the deputy Minister of Education in General Education prepared a plan entitled "descriptive evaluation". After being approved by Higher Council of Education, they implemented the plan for three years, as an experimental plan, in some of primary schools in education districts throughout the country. In this plan, feedbacks were provided to students in a descriptive form and through a rating scale (orderly arranged category).Results of evaluations measured by Khoshkholgh and Sharifi (2003-2005) showed that in spite of positive impacts on improving mental health of students, "descriptive evaluation" could not affect on promoting their learning quality and even quantity; and one of the important reasons for its failure was lack of a clear model for providing feedbacks in schools. The research method that is used in this paper is quality documentary research. Statistical population consists of 3 books and 26 research papers.Result: In answering the two basic questions of research, first, the position of quantity feedback in behavioral and cognitive- behavioral approaches was examined, and then, based on the constructivism approach, a clear and comprehensive definition of quality feedback was conceptualized. At end, according to the elements of the quality feedback definition, a formulated model was developed and introduced for providing feedbacks to students. In the model of quality feedback, students will interpret and declare the prepared homework by teacher on the basis of their own previous knowledge and motivational beliefs. Thereafter, they will adopt personal goals and special learning strategies for themselves. In this model, students are involved in preparing feedbacks for their own learning. By orderly implementing the anticipated steps in the quality feedback model, conditions would be appropriate for students to undertake continuous self-assessment and meanwhile, reinforce their internal schooling motivation, foster their self-regulation learning, and promote the quality level of their taught.

One of the consequences of deliberate conducting of the process of learning towards gaining the minimum criteria to pass the final exams without a deep understanding of the concepts and skills; and in fact, inappropriate education of mind and thought of learners, through several exams quite similar to the final exams have resulted in high rates of failure and drop-out. The Bureau of Lower Secondary Education has proposed six strategies to overcome the above mentioned problems. The results of this study showed that among 70 heads of educational groups (HEG) and 458 teachers selected from among all provinces, 37.01% of the HEG and 39.7% of teachers agreed upon that the contents of the exams should be determined by the contents of the text-books for each semester; 51.4% and 56.11% agreed upon with the influence of the results of the continuous evaluation scores on Shahrivar re-exams, 18.6% and 22.5% of them agreed upon the elimination of the third grade final exams as , and14.3% and 13.8% of them agreed upon the first three strategies. The hypothetical scores gained through the use of the failed students' second semester of continuous evaluation results at grades 1, 2, and 3 at their Shahrivar re-exams are 6.711, 7.044 and 8.031, and is less than the required score for passing the exams.

The purpose of current research was to validates the self-directed learning readiness scale (SDLRS)to assess the developmental level of Self directed learning for students of  high school. The population under study consists of 200 girl students from Esfahan high school that were selected based on Cohen & et al (2001) table. The questionnaire implemented and so, all of the data analyzed and alpha coefficient was computed. Alpha coefficient was found to be 0.82. To assess the construct validity of the scale, factor analysis (principle component) was carried out. After 6 varimax rotation, 3 factor were emerged that account for 63 percent of the total variance of the scale (by 14 factors). The 3 factors are:Self management, interest of learning and self control.

This research was conducted to evaluate professional skills of elementary school teachers in Tehran. We investigated the potential strengths and weaknesses of their teaching skills in order to propose appropriate solutions to reduce weaknesses and improve strengths of teaching skills.The influences of some factors such as gender, age, education level and field, teaching experience, physical conditions of classes, pre- service and in- service trainings and the region where they teach on their professional skills was also surveyed.Using stage sampling, 457 teachers were randomly selected among teachers population of Tehran in academic year 1384- 85 out of 5 regions and 54 schools. The teachers' teaching skills were surveyed via questionnaires completed by 45 sample school principals.The teaching learning process of 45 teachers was also evaluated through 3 periods of observations of each teacher’s class.The results showed that:1- The instructional activities concentrated less on skill learning of students than knowledge and attitude components of learning process.2- The teacher’s instruction and teaching skills as a whole was relatively average, but they have serious difficulties in some important aspects of their instructions.

This investigation was implemented on 368 students who were randomly selected among guidance cycle and different branches of secondary cycle and precollege centers in Tehran provinces. The research data was obtained by administering a self-regulation and an attitude scale on the sample group. After data analysis the following results were found:-  The mean school achievement of girls was significantly higher than that of boys.-  The students', intrinsic and extrinsic motivation and their attitude was lower than average.-  Mathematic branch and precollege students' extrinsic motivation was found to be average.-  12  percent of school achievement variance can be explained by combination of intrinsic motivation and attitude towards school subjects.-  Majority of sample groups are disinterested in school subjects, but they assess teacher- students relationship and teachers' instruction methods satisfactory.