Papers by Educational Measurement and Evaluation Studies
Educational Measurement and Evaluation Studies, 2021
Objective: Research ahead with the goal Construct and Validation of the Coronavirus pandemic Mul... more Objective: Research ahead with the goal Construct and Validation of the Coronavirus pandemic Multidimensional Anxiety questionnaire done.
Methods: The statistical population of the study included all people living in Lorestan province who faced the effects of Coronavirus pandemic in 2020 The sample was 384 people based on the Cochran's formula, which was selected as a sample of men and women in relatively equal proportions. To analyze the data, the factor analysis method based on the structural equation model of the first and second order was used.
Results: In the findings section, the reliability of the questionnaire was calculated based on Cronbach's alpha of 0.88. The correlation between anxiety and coping styles, avoidance, denial, and responsibility was 0.62, -0.37, and -0.57, respectively, indicating validity. The criterion was a questionnaire. Exploratory factor analysis showed that the four dimensions of physical, cognitive, social and emotional respectively. Confirmatory factor analysis confirmed the results of the content validity of this questionnaire, ie the four-factor anxiety structure in facing with Coronavirus epidemic, and showed the significance of the existence of four dimensions in the concept of pandemic anxiety.
Conclusion: The results showed that the Coronavirus pandemic Multidimensional Anxiety questionnaire, measuring four physical, cognitive, social and emotional dimensions, is a suitable tool for determining the level of anxiety in pandemic crises.
Educational Measurement and Evaluation Studies, 2021
Objective: The aim of this study is to evaluate the chemistry questions of university entrance ex... more Objective: The aim of this study is to evaluate the chemistry questions of university entrance exam (concur) in 2017 by using item-response theory.
Methods: This is an applied, descriptive research. 5,000 answer sheets of participants in Empirical Science group, were selected randomly as sample. All parameters were calculated with NOHARM and IRTPRO and EXCEL softwares.
Results: First the initial assumptions of IRT theory (unidimensionality and local Independence) were investigated. The parameters of each questions such as difficulty and discrimination coefficient, were calculated based on the classic and the item response theories. The results showed that 7 questions show a good fit with one and two parameter models and 21 questions are also compatible with three-parameter model and 13 questions don’t fit with any IRT models. The analysis with 3-PL-IRT showed the discrimination coefficient of 26 questions are strong (a> 1.3), 6 are moderate and 3 are weak (a <0.65). Also 11 questions were very difficult (b> 1.2) and 24 questions were appropriate (-1.2 Conclusion: The results showed that 3-PL IRT model has a better fit with the test. All questions are efficient in terms of discrimination coefficient and have a high level of difficulty and also guessing parameter is high in this test. The test’s questions have the highest Information and the least error for a high level of ability (range -1 to 2).
Educational Measurement and Evaluation Studies, 2021
Objective:The aim of this study was to design and present an appropriate validation model at the ... more Objective:The aim of this study was to design and present an appropriate validation model at the level of the Department of Islamic Azad University.
Methods: The research method is a combination of consecutive explanatory design and in terms of purpose is among the applied research. The statistical population in the quantitative part included the heads of departments and faculty members of the Islamic Azad University and in the qualitative part included experts and faculty members. Quantitative sample size of 36 department heads and 97 faculty members was determined by random stratified sampling method and in qualitative section 66 expert faculty members and field specialists were determined by non-random snowball sampling method. Researcher-made questionnaire, interview and checklist were used. The face and content validity of the questionnaires and research tools were determined using the opinions of experts, supervisors and consultants and the reliability of the questionnaires was estimated with Cronbach's alpha coefficient of 0.97. Descriptive and inferential statistical methods and structural equation modeling were used to analyze the data
Results: Findings showed that from the perspective of the sample, the quality of the dimensions and the process of implementing the internal and external evaluation plan of the university is above average.
Conclusion: The results showed that five steps are necessary for validation at the departmental level and the number of 8 factors, 42 criteria and 214 validation indicators were identified and the validation model has a good fit
Educational Measurement and Evaluation Studies, 2021
Objective: Standard setting is one of the assessment techniques to create valid classifications o... more Objective: Standard setting is one of the assessment techniques to create valid classifications of examinees. In present study, the effect of two standard setting methods, benchmark and bookmarking, was examined in results of a large-scale study, which was planned for assessing mathematics learning in sixth grade students of Tehran city.
Methods: Two methods were compared using data of a provincial large-scale assessment which carried out on 9720 sixth grade students in Tehran city. They asked 264 mathematics items and their response were analyzed by plausible values.
Results: Results of applying benchmark showed that 75, 48, 18, and 2 percent of students attained minimum scores in low, mediate, high, and advanced levels; respectively. In addition, 23.9 percent of items located in the same level that identified by content experts. In contrast, quality of classification by content experts in bookmarking was critiqued due to comparing of successive averages with standard deviations of location parameters. Moreover, effect of using five response probabilities: 0.52, .057, 0.62, 0.67, and 0.75 in classification of students indicated that, in spite of recommendation of response probability 0.67 in literature, the lowest response probability (0.52) produced the most realistic results rather than other response probabilities, however, this is still a strictly standard comparing benchmarking methods.
Conclusion: Standard setting should be considered as a technical issue in all assessments that grading or pass/fail is consequent of the test.
Educational Measurement and Evaluation Studies, 2021
Background and Objective: Nowadays, the importance of critical thinking in promoting students’ ac... more Background and Objective: Nowadays, the importance of critical thinking in promoting students’ academic and career
success has increased. Therefore, many higher educational institutions
consider reinforcing critical thinking as one of their ultimate goals. The present study was conducted with the aim of describing the graduate students ' perception of the second level “explicating the thesis of a text “and third level “analyzing the Logic of Text” of critical thinking based on Paul and Elder framework (2012).
Methods: This research was conducted based on a qualitative approach, and phenomenography method. 15 voluntary Participants were from first year, second year and graduated educational psychology students of at master level from Alzahra University, in the academic year of 2016-2018. First of all, they were requested to read a part of the book entitled “Art of Loving” and answer to the questions of second and third level of critical thinking. Then, data were analyzed based on the inductive method. The categories description was plotted with internal and external horizons and outcome space.
Results: The results showed eight descriptive category including, explicating the thesis of a text based on the elaboration strategy, application of deductive reasoning, remembering of prior literacy knowledge, text analysis with regard to the components of critical thinking, inappropriate diagnosis of critical thinking components, exploratory questions vs no exploratory questions, general expression of content of text and overcoming the person's vision on author vision.
Conclusion: Therefore, to promote the critical thinking of students, it is recommended the instructing of critical thinking components and strengthening critical reading skills be considered by policy makers of higher education.
Educational Measurement and Evaluation Studies, 2021
Objective:Performance appraisal is a systematic, data-driven approach to organizational managemen... more Objective:Performance appraisal is a systematic, data-driven approach to organizational management whose results can be effective in achieving organizational excellence, the quality of moving from status to desirable status, enhancing performance and improving service delivery. This study defines the issue of educational quality assessment in Rasht municipality in the form of a multi-criteria decision-making problem with 9 criteria and 11 alternatives. This paper is intended to analyze training courses and determine the orders of them based of some criteria in order to be used in future training programs.
Methods:For solving the problem, Shannon entropy is developed to determine subjective weights and TOPSIS method is used for finding the preferences among alternative (courses).
Results:the results shows that in this municipality on the basis of criteria used in the study, the educational quality of firefighting course is the highest level and this state in transport and traffic management course is the lowest level.
Conclusion:This paper is intended to analyze training courses and determine the orders of them based of some criteria in order to be used in future training programs. The results shows that the mentioned methods can be used in organizational performance appraisal if they are defined in a multi-criteria decision making problems.
Educational Measurement and Evaluation Studies, 2021
Objective: The main purpose of this study is to analyze the curriculum review process in the Iran... more Objective: The main purpose of this study is to analyze the curriculum review process in the Iranian university system. By reviewing background and analyzing current situation, the current situation of the curriculum review is drawn. To provide a framework for reforming and coherence of the curriculum review process in order to continuously improve practice.Methods: The research method used in this research is a qualitative method with the method of documentary study. The researcher has tried to find an acceptable answer to his research problem by collecting and analyzing documents related to the research topic. While describing the current situation of curriculum review and analysis of national experiences, a view of them is depicted. The statistical population of the study includes existing documents and review process in universities with experience in this field (Isfahan, Amirkabir University of Technology, Shahid Beheshti University, Ferdowsi University of Mashhad, Science and Technology, Al-Zahra, Kharazmi, Semnan, Gilan, Basic Sciences and Health, Isfahan Medical) has been based on the studied documents. In order to collect information and data, cover all universities with knowledge, and experience in this field, data and information obtained from official and reputable library resources and Internet sites have been used.Results: In this study, by reviewing the process of changes and developments of the curriculum with regard to reviewing and reviewing the structure and review process in experienced universities, review components in four sections of criteria and indicators, objectives, level and composition and review process are extracted and reviewed. , Interpreted and analyzed.Conclusion: poor quality of higher education, the importance of editing curricula according to the review of courses and disciplines The need to review the regulations on the transfer of authority based on the existing conditions is one of the are results that have been obtained in the research
Educational Measurement and Evaluation Studies, 2021
Objective: The current study was carried out to validate the indexes for measuring the perception... more Objective: The current study was carried out to validate the indexes for measuring the perception of job inequality among teachers.Methods: The present study is a basic research with a quantitative approach. For the identified validity, all teachers working in education in District 2 of Sanandaj city in the academic year of 1996-97 with a population of 2000 people were selected as the statistical population. Then, by analyzing the content of the theoretical foundations and research background and the experts’ views, the indexes and indicators of teachers' perceptions of job inequality after exploratory factor analysis, validation and elimination of weaker items (CVR) were identified. Participants in the study were selected using a Morgan table consisting of 338 teachers using a simple random method and responded to the research tool. The reliability of the questions was 0.84 with Cronbach’s alpha test for all components. Data value test was performed by exploratory and confirmatory factor analysis Results: The results showed that the indexes of perception of job inequality among teachers are the status of salaries and job benefits with 8 items, job promotion status with 9 items, gender-age-physical limitations with 11 items, and finally organizational accountability and role with 13 items.Conclusion: These results show that the components approved in this study can be used to measure the perception of job inequality
Educational Measurement and Evaluation Studies, 2021
Objective: The authors of this study seek to make a comparative assessment of macro-higher educat... more Objective: The authors of this study seek to make a comparative assessment of macro-higher education policies in six countries.Methods: This qualitative research has been done using George Brady’s comparative study method. Based on this, six countries (the Netherlands, France, Malaysia, Singapore, South Africa, and Saudi Arabia) were chosen through a judicative method by Pundits according to the long-term study plan of forty countries at this stage. Taking notes from international documents, reports, articles, and all available documents was the means of gathering data for this research. The stages of this research are divided into four sections: description, interpretation, juxtaposition, and comparison.Results: policies in the Netherlands is the intertwining of quality assurance policies with internationalization. In France, emphasis is placed on policies to attract international students, especially from developing countries. In Singapore, the establishment of a world-class university is emphasized. In Malaysia, innovation in the financial system of universities is becoming a hub for regional higher education. In South Africa, equality, accessibility, and justice are highlighted, and in Saudi Arabia, corporate governance of higher education is focused on. The common points of macro-policies focused more on participatory governance, increasing university independence, university financial development, and performance-based allocation, adapting the higher education system to the labor market, and increasing academic research funding.Conclusion: In examining the macro-policies of the target countries, an intelligent combination of attention to national needs and in line with global trends was observed. In the last two years, due to the Covid-19 crisis turns towards digitalization of e-learning education, as well as the importance of providing financial resources and special financial aid to students are prominent. This flexibility, intelligence, and acceptance of change must also be at the forefront of Iran's higher education policy-making system.
Educational Measurement and Evaluation Studies, 2021
Objective: The purpose of this paper is investigating the effectiveness of the two current Bachel... more Objective: The purpose of this paper is investigating the effectiveness of the two current Bachelor Architecture’s Curricula (presented by the University of Tehran and Ferdowsi University of Mashhad) based on the views of graduates. The main question examines the degree of satisfaction of graduates with the quantity and quality of three main areas of courses including "design", "history and theoretical foundations" and "building technology".Methods: To achieve the purpose of the research, a qualitative approach and a questionnaire and semi-structured interview methods were used. The statistical population of the study consist of 76 graduates in architecture, from 18 universities in the country, 1999 to 2014.Results: According to the results, in terms of quantity, the fields of "design" and "construction technology" have the highest (with a high score of 27.8%) and the lowest (with a high score of 24.04%) scores, respectively, and the "history and theoretical foundations" field is in the middle, having a high score of 24.75%. In terms of quality, the "design" field with a score of 32.65%, has the highest degree of desirability, and the fields of "construction technology" and "history and theoretical foundations" with scores of 18.42 and 15.95%, respectively, are the next. Therefore, the highest score of quantity and quality together, is gained by the courses in the field of "design", and the score of the other two fields is almost similar to each other.Conclusion: The results showed that there are the highest and lowest levels of satisfaction in the area of "architectural design" and "building technology", respectively. Based on the revelation of the Null curriculum as the missed subjects in the courses “Application of Computer in Architectural Design", "Cartography" and "Building Cost Estimation", their removal from the curriculum of Ferdowsi University of Mashhad is open to question. But it seems that the transfer of the "Historic Conservation" course from the main courses to the optional one in this curriculum was a right decision. This study reveals that regardless of which curricula is implemented, it is necessary to change the approach in architectural education and integrate the teaching of the three mentioned areas to improve the quality
Educational Measurement and Evaluation Studies, 2021
Objective: The present study aimed to compare the dimensionality assessment methods using Nationa... more Objective: The present study aimed to compare the dimensionality assessment methods using National Entrance Exam data and determine the number of dimensions in the exam’s data.Methods: The data from mathematics (mathematics group), chemistry (experimental sciences group) and Philosophy-logic (humanities group) sub-tests of the National Entrance Exam in 2016 AD (1395 solar) were used for analysis.Results: Analysis based on 11 methods resulted in 34 related indices and graphical methods, such as hierarchical cluster analysis, exploratory graph analysis and heat map revealed that different methods, depending on their nature, resulted in general factors, specific factors, and a cluster of items. Results showed that the required uni-dimensionality did not exist in most cases, and the structure of the specialized national exam in 2016 was bi-factorial. The only difference was that the resulting bi-factor structure did not match the specifications of the previous bi-factor model (i.e., a general factor and several specific factors unrelated to each other and the general factor, so that each item is merely related to one specific factor in addition to the general factor). In other words, besides correlating with the general factor, each item is related to more than one specific factor whose result was a complex or a relatively complex structure. Factor analysis of the total data and nonlinear factor analysis revealed that a gradual increase in lower asymptote reduced the number of dimensions. Conclusion: It is recommended to apply a combination of methods to find the dimensions of the National Entrance Exam. In addition, the extent of general factor saturation, reflected in item correlations, considering lower asymptote, the way of dealing with omitted responses in analysis, and comparing results of all data with complete data (data without missing values) can be useful for dimensionality assessment. Furthermore, researchers should consider checking the fit of the models extracted from different explanatory methods by confirmatory factor analysis and the interpretation of the extracted model.
Educational Measurement and Evaluation Studies, 2021
Objective: Due to the lack of electronic scale for screening elementary students based on Iranian... more Objective: Due to the lack of electronic scale for screening elementary students based on Iranian culture, this study provides a short online version of the mental health scale-teacher report to increase accuracy and speed of screening and reduce costs of it.
Methods: The sample of the study was 22845 students (11545 female, 11300 male) of all provinces of Iran, who filled the long version of the Children's Psychological Health Scale (Akbari Zardkhaneh et al., 2018), including eighty items and eight subscales.
Results: Item analysis with eight criteria showed that almost all items have good features. Factor analysis suggested that an eight-component model with forty items could be considered as a final structure for the short version. Examination of the measurement invariance between the gender groups indicated a suitable fitness that showed this scale assesses the same construct in both gender groups. Internal consistency was sufficiently good and Cronbach's alpha coefficients for the whole scale was 0.97 and for subscales ranged between 0.75-0.93 and 0.80- 0.93, for female and male group respectively. Composite reliability coefficients ranged between 0.70 and 0.93 for girls and between 0.74 and 0.93 for boys. Measurement errors of the scale and subscales showed a suitable range. Standard path coefficients showed a suitable convergent validity of scale. Divergent validity of scale evaluated by average variance extracted and by HTMT method showed the necessary internal consistency and the construct validity within the scale.
Conclusion: This scale is eligible enough to screen primary school students in Iran; however, further evidence is needed.
Educational Measurement and Evaluation Studies, 2012
Main objective of this research is to to apply an internal evaluation model to identify shortcomi... more Main objective of this research is to to apply an internal evaluation model to identify shortcomings and strengths of business management at faculty of management of Tehran university. The research is applied and the methodology of research is descriptive- survey. So, to collect the required information, the questionnaires have been given to the needs of departments. Faculty members, students and alumni determining the arms of group interview whit open questions were used because of limited number of academic members.
According to the results of the data analysis, the measure of utility of each criterion and seven Factors of business management were determined, organizational positron, department management, academic members, educational and research facilities, alumni were in desired level. Students, learning and teaching strategies, educational courses and curriculums were "almost" in desired level. Consequently it is concluded that the group has desired status.
Educational Measurement and Evaluation Studies, 2012
this study assesses The satisfaction of Ferdowsi University students from services provided by th... more this study assesses The satisfaction of Ferdowsi University students from services provided by the accommodation office. to achieve this purpose, after assessing validity (logic) and reliability (Cronbach's alpha) of the questionnaire, 300 questionnaires were used randomly. Kolmogorov-Smirnov Test showed abnormality. Then Mann-Whitney and Kruskal-Wallis Test used to analyze the. The results of Mann-Whitney and Kruskal-Wallis Tests revealed the impact of gender, age and education level on students' perceptions and expectations. Also, results of client (student) satisfaction index (CSI) showed the main strengths and weaknesses of the dormitories administration. Electronical enrolment for dormitory is one of the main strengths and establishment of library and renovation of dormitory facilities are the essential factors that enable to improve the accomodation services.
Educational Measurement and Evaluation Studies, 2012
This article evaluated the scientific efforts of 17 developing countries in science production du... more This article evaluated the scientific efforts of 17 developing countries in science production during the first five years of 21 century. The results show that GNI with 70% and technological infrastructures such as internet impact factor with 72% possess the most impact in science production. On the other hand, the gross enrolment rate at higher education level which is considered as the most important component has been the least effect on science production with 25%. According to data among the 17 countries rank of Iran in science production is 10. Although there has been notable increase in science production of such countries, they are not comparable with developed countries yet since the position of their initial science production has been at a low level. However, if the scientific macro policy of such countries does not alter and they still insist on the current unreal and inflexible programming, we cannot expect any changes in the status of Iran at the competitive continuum in a long term.
Educational Measurement and Evaluation Studies, 2012
The purpose of this study is to investigate and clarify the status and role of the learner organi... more The purpose of this study is to investigate and clarify the status and role of the learner organization in the human resources development and improvement system among the personnel of Shahid Beheshti University of Tehran. The statistical population for this study included all the personnel of Shahid Beheshti University. The sample was selected based on simple random sampling and it included 250 subjects. This study is an applied study and the data for this study was collected based on descriptive statistics method which included correlations, specifically structural equation modeling technique. The instrument utilized for data collection was a researcher-made questionnaire with a reliability of 0. 83. The data was analyzed based on descriptive statistics and the inferential statistics was performed by a structural equation modeling technique and confirmatory path analysis using SPSS16 and LISREL 8. 5. The results obtained in this study revealed that the factors of knowledge management, organizational culture and organizational structure have a positive and significant effect on the learning organization cycle for the personnel. That is to say that the relationship between all the coefficients of the suggested path is also significant (P<0.01).
Educational Measurement and Evaluation Studies, 2012
An important issue in obtaining the score in a composite test is the status of combining to combi... more An important issue in obtaining the score in a composite test is the status of combining to combine different component scores of the test to compute the total scores of examinees. These weights should be selected in a manner that not only considers the psychometric properties of each component and their determining elements, but also minimizes the difference between the observed score and the real score of each examinee which explains his/her real ability. In other words, the framework of decision-making is designed with respect to different considerations such as validity, test times, reliability, etc.
There have been suggestions for obtaining to obtain the maximum reliability of composite scores in the last few decades. These include the implicit approach and the explicit approach. The implicit approach involves adding the raw scores and using IRT model. The explicit approach involves weighting the components by the difficulty of the items, assigning the weights to component scores based on the reliability measures of the components, and weighting the components by maximizing the validity of the composite scores. In this paper, we introduce the approach of obtaining the maximum reliability in Classical Test Theory and Item Response Theory. Besides considering the pros and cons of each method, we investigate the estimates of the reliability and the standard error of measurement of the composite scores for data in a simulation study
Educational Measurement and Evaluation Studies, 2012
Major aim of current study is to examine psychometric properties of self-esteem implicit associat... more Major aim of current study is to examine psychometric properties of self-esteem implicit association test. Special goals to examine the test-retest reliability, internal consistency, convergent and discriminant validity. Our population was the students of Shahid Beheshti University and 300 undergraduate and graduate students were selected through purposive sampling. Also 50 students from faculty of Education and psychology were selected in order to examine test- retest reliability. Results showed that test-retest reliability and internal consistency was 0.52 and 0.63 respectively. Also convergent validity with name-letter test and discriminant validity with Rosenberg explicit self-esteem both obtained 0.06. The results of current study, consistent with previous research, indicating that self-esteem IAT has an appropriate reliability and internal consistency, impoverished convergent validity and acceptable discriminant validity. These results can be interpreted
Educational Measurement and Evaluation Studies, 2012
The curriculum in the higher education systems plays a determinant role qualitatively and quantit... more The curriculum in the higher education systems plays a determinant role qualitatively and quantitatively in achieving goals of higher education. The goal of current study is qualitative evaluation of educational technology curriculum field. In this study, one of the qualitative research methods called phenomenology has been used. The samples have been selected from mentioned field master-teacher, students and graduated students by goal-based sampling procedure from universities of Tabriz, Arak and Allameh Tabatabaei. Main method to collect data was semi-structured interview and results have been analyzed by Van Maanen pattern. Achieved results showed that goals and topics of the field need to be revised. Also, educational science faculties are poor in facilities, equipments and experts. Although Contents of the field are logically related to each other but, are not updated and comprehensive. Experiences of students imply that academic members often use lecture method and active methods of teaching are rarely used in class
Educational Measurement and Evaluation Studies, 2012
The purpose of this paper is to rank agricultural majors of Yasouj University based on the triple... more The purpose of this paper is to rank agricultural majors of Yasouj University based on the triple knowledge criteria. Survey research method with a pre-structured questionnaire was used in this study. Research sample consisted of a 136 B. S. agricultural graduates of Yasouj University that were selected using random sampling table. Descriptive statistics showed an average score for coping knowledge among respondents. Furthermore, TOPSIS technique was used to rank majors based on some criteria and also Entropy technique was used to weigh the supposed criteria. The results of rankings showed that animal science graduates allocated the first in coping knowledge, while plant protection graduates allocated the first in practical knowledge. Finally, it is recommended that fostering the coping knowledge should receive more attention in higher agricultural education curriculum.
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Papers by Educational Measurement and Evaluation Studies
Methods: The statistical population of the study included all people living in Lorestan province who faced the effects of Coronavirus pandemic in 2020 The sample was 384 people based on the Cochran's formula, which was selected as a sample of men and women in relatively equal proportions. To analyze the data, the factor analysis method based on the structural equation model of the first and second order was used.
Results: In the findings section, the reliability of the questionnaire was calculated based on Cronbach's alpha of 0.88. The correlation between anxiety and coping styles, avoidance, denial, and responsibility was 0.62, -0.37, and -0.57, respectively, indicating validity. The criterion was a questionnaire. Exploratory factor analysis showed that the four dimensions of physical, cognitive, social and emotional respectively. Confirmatory factor analysis confirmed the results of the content validity of this questionnaire, ie the four-factor anxiety structure in facing with Coronavirus epidemic, and showed the significance of the existence of four dimensions in the concept of pandemic anxiety.
Conclusion: The results showed that the Coronavirus pandemic Multidimensional Anxiety questionnaire, measuring four physical, cognitive, social and emotional dimensions, is a suitable tool for determining the level of anxiety in pandemic crises.
Methods: This is an applied, descriptive research. 5,000 answer sheets of participants in Empirical Science group, were selected randomly as sample. All parameters were calculated with NOHARM and IRTPRO and EXCEL softwares.
Results: First the initial assumptions of IRT theory (unidimensionality and local Independence) were investigated. The parameters of each questions such as difficulty and discrimination coefficient, were calculated based on the classic and the item response theories. The results showed that 7 questions show a good fit with one and two parameter models and 21 questions are also compatible with three-parameter model and 13 questions don’t fit with any IRT models. The analysis with 3-PL-IRT showed the discrimination coefficient of 26 questions are strong (a> 1.3), 6 are moderate and 3 are weak (a <0.65). Also 11 questions were very difficult (b> 1.2) and 24 questions were appropriate (-1.2 Conclusion: The results showed that 3-PL IRT model has a better fit with the test. All questions are efficient in terms of discrimination coefficient and have a high level of difficulty and also guessing parameter is high in this test. The test’s questions have the highest Information and the least error for a high level of ability (range -1 to 2).
Methods: The research method is a combination of consecutive explanatory design and in terms of purpose is among the applied research. The statistical population in the quantitative part included the heads of departments and faculty members of the Islamic Azad University and in the qualitative part included experts and faculty members. Quantitative sample size of 36 department heads and 97 faculty members was determined by random stratified sampling method and in qualitative section 66 expert faculty members and field specialists were determined by non-random snowball sampling method. Researcher-made questionnaire, interview and checklist were used. The face and content validity of the questionnaires and research tools were determined using the opinions of experts, supervisors and consultants and the reliability of the questionnaires was estimated with Cronbach's alpha coefficient of 0.97. Descriptive and inferential statistical methods and structural equation modeling were used to analyze the data
Results: Findings showed that from the perspective of the sample, the quality of the dimensions and the process of implementing the internal and external evaluation plan of the university is above average.
Conclusion: The results showed that five steps are necessary for validation at the departmental level and the number of 8 factors, 42 criteria and 214 validation indicators were identified and the validation model has a good fit
Methods: Two methods were compared using data of a provincial large-scale assessment which carried out on 9720 sixth grade students in Tehran city. They asked 264 mathematics items and their response were analyzed by plausible values.
Results: Results of applying benchmark showed that 75, 48, 18, and 2 percent of students attained minimum scores in low, mediate, high, and advanced levels; respectively. In addition, 23.9 percent of items located in the same level that identified by content experts. In contrast, quality of classification by content experts in bookmarking was critiqued due to comparing of successive averages with standard deviations of location parameters. Moreover, effect of using five response probabilities: 0.52, .057, 0.62, 0.67, and 0.75 in classification of students indicated that, in spite of recommendation of response probability 0.67 in literature, the lowest response probability (0.52) produced the most realistic results rather than other response probabilities, however, this is still a strictly standard comparing benchmarking methods.
Conclusion: Standard setting should be considered as a technical issue in all assessments that grading or pass/fail is consequent of the test.
success has increased. Therefore, many higher educational institutions
consider reinforcing critical thinking as one of their ultimate goals. The present study was conducted with the aim of describing the graduate students ' perception of the second level “explicating the thesis of a text “and third level “analyzing the Logic of Text” of critical thinking based on Paul and Elder framework (2012).
Methods: This research was conducted based on a qualitative approach, and phenomenography method. 15 voluntary Participants were from first year, second year and graduated educational psychology students of at master level from Alzahra University, in the academic year of 2016-2018. First of all, they were requested to read a part of the book entitled “Art of Loving” and answer to the questions of second and third level of critical thinking. Then, data were analyzed based on the inductive method. The categories description was plotted with internal and external horizons and outcome space.
Results: The results showed eight descriptive category including, explicating the thesis of a text based on the elaboration strategy, application of deductive reasoning, remembering of prior literacy knowledge, text analysis with regard to the components of critical thinking, inappropriate diagnosis of critical thinking components, exploratory questions vs no exploratory questions, general expression of content of text and overcoming the person's vision on author vision.
Conclusion: Therefore, to promote the critical thinking of students, it is recommended the instructing of critical thinking components and strengthening critical reading skills be considered by policy makers of higher education.
Methods:For solving the problem, Shannon entropy is developed to determine subjective weights and TOPSIS method is used for finding the preferences among alternative (courses).
Results:the results shows that in this municipality on the basis of criteria used in the study, the educational quality of firefighting course is the highest level and this state in transport and traffic management course is the lowest level.
Conclusion:This paper is intended to analyze training courses and determine the orders of them based of some criteria in order to be used in future training programs. The results shows that the mentioned methods can be used in organizational performance appraisal if they are defined in a multi-criteria decision making problems.
Methods: The sample of the study was 22845 students (11545 female, 11300 male) of all provinces of Iran, who filled the long version of the Children's Psychological Health Scale (Akbari Zardkhaneh et al., 2018), including eighty items and eight subscales.
Results: Item analysis with eight criteria showed that almost all items have good features. Factor analysis suggested that an eight-component model with forty items could be considered as a final structure for the short version. Examination of the measurement invariance between the gender groups indicated a suitable fitness that showed this scale assesses the same construct in both gender groups. Internal consistency was sufficiently good and Cronbach's alpha coefficients for the whole scale was 0.97 and for subscales ranged between 0.75-0.93 and 0.80- 0.93, for female and male group respectively. Composite reliability coefficients ranged between 0.70 and 0.93 for girls and between 0.74 and 0.93 for boys. Measurement errors of the scale and subscales showed a suitable range. Standard path coefficients showed a suitable convergent validity of scale. Divergent validity of scale evaluated by average variance extracted and by HTMT method showed the necessary internal consistency and the construct validity within the scale.
Conclusion: This scale is eligible enough to screen primary school students in Iran; however, further evidence is needed.
According to the results of the data analysis, the measure of utility of each criterion and seven Factors of business management were determined, organizational positron, department management, academic members, educational and research facilities, alumni were in desired level. Students, learning and teaching strategies, educational courses and curriculums were "almost" in desired level. Consequently it is concluded that the group has desired status.
There have been suggestions for obtaining to obtain the maximum reliability of composite scores in the last few decades. These include the implicit approach and the explicit approach. The implicit approach involves adding the raw scores and using IRT model. The explicit approach involves weighting the components by the difficulty of the items, assigning the weights to component scores based on the reliability measures of the components, and weighting the components by maximizing the validity of the composite scores. In this paper, we introduce the approach of obtaining the maximum reliability in Classical Test Theory and Item Response Theory. Besides considering the pros and cons of each method, we investigate the estimates of the reliability and the standard error of measurement of the composite scores for data in a simulation study
Methods: The statistical population of the study included all people living in Lorestan province who faced the effects of Coronavirus pandemic in 2020 The sample was 384 people based on the Cochran's formula, which was selected as a sample of men and women in relatively equal proportions. To analyze the data, the factor analysis method based on the structural equation model of the first and second order was used.
Results: In the findings section, the reliability of the questionnaire was calculated based on Cronbach's alpha of 0.88. The correlation between anxiety and coping styles, avoidance, denial, and responsibility was 0.62, -0.37, and -0.57, respectively, indicating validity. The criterion was a questionnaire. Exploratory factor analysis showed that the four dimensions of physical, cognitive, social and emotional respectively. Confirmatory factor analysis confirmed the results of the content validity of this questionnaire, ie the four-factor anxiety structure in facing with Coronavirus epidemic, and showed the significance of the existence of four dimensions in the concept of pandemic anxiety.
Conclusion: The results showed that the Coronavirus pandemic Multidimensional Anxiety questionnaire, measuring four physical, cognitive, social and emotional dimensions, is a suitable tool for determining the level of anxiety in pandemic crises.
Methods: This is an applied, descriptive research. 5,000 answer sheets of participants in Empirical Science group, were selected randomly as sample. All parameters were calculated with NOHARM and IRTPRO and EXCEL softwares.
Results: First the initial assumptions of IRT theory (unidimensionality and local Independence) were investigated. The parameters of each questions such as difficulty and discrimination coefficient, were calculated based on the classic and the item response theories. The results showed that 7 questions show a good fit with one and two parameter models and 21 questions are also compatible with three-parameter model and 13 questions don’t fit with any IRT models. The analysis with 3-PL-IRT showed the discrimination coefficient of 26 questions are strong (a> 1.3), 6 are moderate and 3 are weak (a <0.65). Also 11 questions were very difficult (b> 1.2) and 24 questions were appropriate (-1.2 Conclusion: The results showed that 3-PL IRT model has a better fit with the test. All questions are efficient in terms of discrimination coefficient and have a high level of difficulty and also guessing parameter is high in this test. The test’s questions have the highest Information and the least error for a high level of ability (range -1 to 2).
Methods: The research method is a combination of consecutive explanatory design and in terms of purpose is among the applied research. The statistical population in the quantitative part included the heads of departments and faculty members of the Islamic Azad University and in the qualitative part included experts and faculty members. Quantitative sample size of 36 department heads and 97 faculty members was determined by random stratified sampling method and in qualitative section 66 expert faculty members and field specialists were determined by non-random snowball sampling method. Researcher-made questionnaire, interview and checklist were used. The face and content validity of the questionnaires and research tools were determined using the opinions of experts, supervisors and consultants and the reliability of the questionnaires was estimated with Cronbach's alpha coefficient of 0.97. Descriptive and inferential statistical methods and structural equation modeling were used to analyze the data
Results: Findings showed that from the perspective of the sample, the quality of the dimensions and the process of implementing the internal and external evaluation plan of the university is above average.
Conclusion: The results showed that five steps are necessary for validation at the departmental level and the number of 8 factors, 42 criteria and 214 validation indicators were identified and the validation model has a good fit
Methods: Two methods were compared using data of a provincial large-scale assessment which carried out on 9720 sixth grade students in Tehran city. They asked 264 mathematics items and their response were analyzed by plausible values.
Results: Results of applying benchmark showed that 75, 48, 18, and 2 percent of students attained minimum scores in low, mediate, high, and advanced levels; respectively. In addition, 23.9 percent of items located in the same level that identified by content experts. In contrast, quality of classification by content experts in bookmarking was critiqued due to comparing of successive averages with standard deviations of location parameters. Moreover, effect of using five response probabilities: 0.52, .057, 0.62, 0.67, and 0.75 in classification of students indicated that, in spite of recommendation of response probability 0.67 in literature, the lowest response probability (0.52) produced the most realistic results rather than other response probabilities, however, this is still a strictly standard comparing benchmarking methods.
Conclusion: Standard setting should be considered as a technical issue in all assessments that grading or pass/fail is consequent of the test.
success has increased. Therefore, many higher educational institutions
consider reinforcing critical thinking as one of their ultimate goals. The present study was conducted with the aim of describing the graduate students ' perception of the second level “explicating the thesis of a text “and third level “analyzing the Logic of Text” of critical thinking based on Paul and Elder framework (2012).
Methods: This research was conducted based on a qualitative approach, and phenomenography method. 15 voluntary Participants were from first year, second year and graduated educational psychology students of at master level from Alzahra University, in the academic year of 2016-2018. First of all, they were requested to read a part of the book entitled “Art of Loving” and answer to the questions of second and third level of critical thinking. Then, data were analyzed based on the inductive method. The categories description was plotted with internal and external horizons and outcome space.
Results: The results showed eight descriptive category including, explicating the thesis of a text based on the elaboration strategy, application of deductive reasoning, remembering of prior literacy knowledge, text analysis with regard to the components of critical thinking, inappropriate diagnosis of critical thinking components, exploratory questions vs no exploratory questions, general expression of content of text and overcoming the person's vision on author vision.
Conclusion: Therefore, to promote the critical thinking of students, it is recommended the instructing of critical thinking components and strengthening critical reading skills be considered by policy makers of higher education.
Methods:For solving the problem, Shannon entropy is developed to determine subjective weights and TOPSIS method is used for finding the preferences among alternative (courses).
Results:the results shows that in this municipality on the basis of criteria used in the study, the educational quality of firefighting course is the highest level and this state in transport and traffic management course is the lowest level.
Conclusion:This paper is intended to analyze training courses and determine the orders of them based of some criteria in order to be used in future training programs. The results shows that the mentioned methods can be used in organizational performance appraisal if they are defined in a multi-criteria decision making problems.
Methods: The sample of the study was 22845 students (11545 female, 11300 male) of all provinces of Iran, who filled the long version of the Children's Psychological Health Scale (Akbari Zardkhaneh et al., 2018), including eighty items and eight subscales.
Results: Item analysis with eight criteria showed that almost all items have good features. Factor analysis suggested that an eight-component model with forty items could be considered as a final structure for the short version. Examination of the measurement invariance between the gender groups indicated a suitable fitness that showed this scale assesses the same construct in both gender groups. Internal consistency was sufficiently good and Cronbach's alpha coefficients for the whole scale was 0.97 and for subscales ranged between 0.75-0.93 and 0.80- 0.93, for female and male group respectively. Composite reliability coefficients ranged between 0.70 and 0.93 for girls and between 0.74 and 0.93 for boys. Measurement errors of the scale and subscales showed a suitable range. Standard path coefficients showed a suitable convergent validity of scale. Divergent validity of scale evaluated by average variance extracted and by HTMT method showed the necessary internal consistency and the construct validity within the scale.
Conclusion: This scale is eligible enough to screen primary school students in Iran; however, further evidence is needed.
According to the results of the data analysis, the measure of utility of each criterion and seven Factors of business management were determined, organizational positron, department management, academic members, educational and research facilities, alumni were in desired level. Students, learning and teaching strategies, educational courses and curriculums were "almost" in desired level. Consequently it is concluded that the group has desired status.
There have been suggestions for obtaining to obtain the maximum reliability of composite scores in the last few decades. These include the implicit approach and the explicit approach. The implicit approach involves adding the raw scores and using IRT model. The explicit approach involves weighting the components by the difficulty of the items, assigning the weights to component scores based on the reliability measures of the components, and weighting the components by maximizing the validity of the composite scores. In this paper, we introduce the approach of obtaining the maximum reliability in Classical Test Theory and Item Response Theory. Besides considering the pros and cons of each method, we investigate the estimates of the reliability and the standard error of measurement of the composite scores for data in a simulation study