Cognitive Diagnostic Models (CDMs), are confirmative multidimensional latent variable models, with complex structure. In this study, Cognitive Diagnostic Models (CDMs) were used to check the status of FIRST GRADE high school students in mathematics. Cognitive diagnostic assessment was administered based on eight main characters, consisting of 32 questions on a sample of 509 students, selected from students of Tehran based on a multi-stage cluster sampling. IRT models where used to determine the psychometric properties of the questions. Data analysis by using the DINA model in mathematics, showed that eight attribute explain the mathematics performance of FIRST GRADE high school students. Results showed that the subjects were only mastered in one of the attributes and the least proportion of mastery was related to definition comprehension skills (0.494), mathematics advanced operations ( 0.498) and using learning in real problems.

This study set out to evaluate a rather newly developed textbook entitled "Prospect I". The textbook is developed as the main text for the nationwide application at the FIRST GRADE of high school English courses by the Iranian ministry of education. To this end, a researcher-made questionnaire was developed and pilot tested. Bartlett's test of Sphericity, Keiser-Meyer-Olkin sampling adequacy measure, exploratory factor analysis and factor loadings, and Cronbach's Alpha measure of internal consistency were all run on the pilot study data, and the results verified acceptable levels of validity and reliability for the questionnaire. The validated questionnaire was given to 188 high school English teachers chosen based on convenience sampling procedure from seven provinces of the country. Moreover, 146 teachers sat for a semi-structured interview. The questionnaire and interview data analyses results revealed that the participating teachers were not satisfied with several aspects of the text including layout and design, the exercises and activities, the integration of the four skills, teachers book, grammar, vocabulary, language functions, and the proposed teaching methodology of the text.

Preschool education can have a significant impact on various aspects of children's development and personality, especially in their psychological and personal and social life. The aim of this study was to investigate the effects of preschool education on self-esteem of FIRST GRADE elementary students by postevent method on 100 preschool students who did not attend the FIRST GRADE of Save, Iran. The research instrument was the standard self-esteem questionnaire of Pope et al. (1989) and the research data were analyzed using descriptive and inferential tests (independent t-test, oneway analysis of variance and ANOVA). Preschool children were higher than those who did not, and no significant difference was found between family self-esteem and self-esteem among male and female students.

Many achievement tests have been made to assess writing process. The aim of present research is to make and standardize an achievement test of writing for FIRST GRADE elementary school. After constructing subtests and items based on the test specifications table, tryout, and correcting items on the basis of psychometrics characteristics, final form of the test was made. The test consists of two sections: dictation and writing expression. FIRST to fourth subtests are related to dictation, and fifth to sixth subtests belong to writing expression section. The test was run on a sample of 400 FIRST GRADE students (200 boys and 200 girls) who had been selected on the basis of random cluster sampling. Results showed that reliability and validity of the test are valid. Reliably coefficient by internal consistency (cronbach's Alpha) of subtests is 0.94, 0.93, 0.88, 0.68, 60, and 0.69 for FIRST to sixth. The criterion validity was confirmed by correlation coefficient of writing achievement with Wechsler verbal intelligence test, Dictation marks and average marks. In the differential validity there are meaningful differences between mean of marks for normal students, learning disabilities group and mental retarded students. Correlation coefficient of subtests with each other was meaningful. This factor acts as a validity index for test.      

The role of instruction on improving rate and correctness of addition operation strategies was analysed.Seventy-one FIRST GRADEr boys were randomly assigned to an experimental and a control group. Form A Test of Individual Differences in Children's Addition Strategy Choices (Kerkman & Siegler, 1997) was administered to both groups to assess mean response time and frequency of correct responses.Over a three month period the experimental group received 15 sessions of forty-five minute instruction on retrieval and backup strategies for addition operations. The control group received none. After the ins- truction period both groups responded to Form B of the aforementioned test. Results of ANOVA demonstrated that the use of backup strategy significantly increased the frequency of accurate responses in the experimental group.

The present analytical-inferential research sought to design a model of religious identity curriculum in the FIRST GRADE of high school. The research corpus included the full text of the translation of al-Mizan interpretation, which was excluded from sampling due to the logic of its selection. The qualitative content analysis was used to analyze the data. The results showed that religious identity is an objectified Islamic culture in human beings and if we seek to design a curriculum model for it, the goals include three types of insights (knowing the circle of existence and creator, knowing the destination and ultimately, knowing the way and leaders of life, knowing oneself), tendency and action, and the content is a function of interwoven/spiral organization. In addition, "paying attention to the signs of God's Lordship in the horizons and systems of the universe, inviting self-reflection, explanation, reasoning and protest, interrogation, observation, allegory, reminder and teacher action" are among the teaching-learning methods emphasized in this model. The general evaluation approach is a "process" that, by considering religious implications and the type of special view on the intention, the student efforts, as well as using the three sides of the teacher, student and parents, identify possible shortcomings and serve learning more.

Textbooks incorporate texts, illustrations, and exercises that are devised to achieve the objectives of textbook. This research studied the interrelation of the text, illustrations, and exercises of Literature textbooks and their micro-objectives. Findings indicated that 25.7% of lesson micro-objectives were without text, 43.1% were without illustrations, and 14.7% were without exercises. Hence, half of the micro-objectives of program don’t correspond with the theoretical model of learning reading and writing, which can cause problems in education.