فصلنامه اندازه گیری تربیتی
پیاپی 24 (تابستان 1395)

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.

T he main purpose of the present study was to investigate psychometric properties of the School/University Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009) among Iranian students. 322 university students (166 male, 156 female) completed the SBI and the Schoolwork Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012). The exploratory and confirmatory factor analysis methods and internal consistency were used to compute the SBI's factorial validity and reliability, respectively. Also, in order to examine the construct validity of the SBI, we computed correlations between total score of MSPSS and it's subscales with school engagement. The results of principal component analysis (PC) and varimax rotation replicated 3-factor structure of exhaustion at schoolwork, cynicism toward the meaning of school and sense of inadequacy at school in the Iranian sample. Goodness-of-fit indices of confirmatory factor analysis confirmed the 3 extracted factors. Internal consistency for the total score of SBI and its subscale consisted of exhaustion; cynicism and inadequacy were 0/91, 0/85, 0/84 and 0/89 respectively. In sum, these findings provide evidence for the validity and reliability of the SBI as a instrument to measure of school burnout among Iranian university students.

Recognizing multiple sources of measurement error and estimates each source separately, distinguishes between relative and absolute decisions, distinguishes between fixed and random facets and also the capability of dealing with different D study designs can be mentioned as the strength points of generalizability theory which have no corresponding statuses in classical test theory. Generalizability theory is unknown for our researchers and there are rare researches in this area.
The Purpose of this article was introduction of generalizability theory and presentation the practical applicability of this theory in assessing the reliability of measurements.
In addition to comparison between classical test theory and generalizability theory, conceptual framework of generalizability theory was explained easily. Also, in this article the process of design, analysis and interpretation of a measurement study in shape of an example with relevant calculations and equations explained in detail in 15 steps to guide researchers and test developers who aimed to assessing reliability.
This article shows that utility of generalizability theory in reliability estimation especially in complicated measurement situations is more than classical test theory. Generalizability theory enables researchers to decrease errors in plan of measurement through optimization proceedings which will increase accuracy in generalization of results.

In recent research, academic engagement, as one of the constructions that influence academic achievement is taken into consideration. One of the challenges in the field of this construction is the assessment and measurement of this construction and its components. Hence, the purpose of this study was to evaluate the validity and reliability of Reeve and Tseng academic engagement questionnaire, on a sample of high school boys and girls in Bandar Abbas. Subjects for the study, 364 first grade high school students who were selected by cluster sampling method. The research instrument was a 22-items questionnaire. To assess the validity of this questionnaire, confirmatory factor analysis was used. After analysis, the factor structure of the questionnaire was confirmed. Results showed that reliability coefficient equal to 0.87 for this inventory. Generally, the results showed that academic engagement questionnaire is appropriate to measure this variable and its components among high school students in Bandar Abbas and can to satisfy the needs of this field somewhat.

The purpose of this research is to investigate the validity and reliability of thinking style scale amongst agricultural students. A sample of 247 students from Agricultural Colleges of Universities of Tehran, Yasoohj, Ilam, Shahid Bahonar Kerman, and Razi Kermanshah was randomly selected and answered to the scale items. SPSS (Statistical Package for Social Science) and AMOS Graphic software were used to analyze the data. Test-retest reliability and internal consistency showed appropriate reliability of thinking style subscales. Since the reliability of Anarchic style was issuable, with omitting one item the reliability reached .74 and acceptable level. Validity of scale confirmed with face and content validity and construct validity confirmed by Confirmatory factor analysis. About the "Form" dimension, the model assessed twice, with 4 items for Anarchic and 5 items for the same style. The results showed satisfactory fit of the model. According to the findings, thinking style scale is valid and reliable for assessing thinking styles of agricultural students.

People always want to explain their own behaviors. Among this behaviors that we want to have explanation about it, is delinquent and criminal behaviors. Aims: The aim of current study is standardization of revised version of Gudjonsson Blame Attribution Inventory (GBAI-R).
For this reason in a cross-sectional research, among Evin prison and Tehran Correction center clients a number of 464 subjects were selected by the use of convenient sampling method.
Content validity evaluated by Content Validity Ratio (CVR) and Content Validity Index (CVI) that in the base of these, two item (items of 8 and 26) were eliminated. For evaluation of model fit, we used indexes such as CMIN/DF, Goodness of fit index, Adjusted Goodness of fit index, Root mean square error of approximation, parsimony normed fit index, incremental fit index, Tucker-Lewis index, and comparative fit index. The result of confirmatory factor analysis showed that three-factor model have acceptable fitness with data and factor loading for all items (except item number 23) was average and high. Cronbach’s alpha coefficients showed that GBAI-R have high reliability.
In sum, the result of current study showed that this inventory is a valid and reliable instrument for assessing attributional style in criminals.

Aim: Electronic test is a result of the influence of technology in the domain of education that its use is increasing in Iran. This involves difficulties and obstacles that the main objective of this study was to evaluate pathological electronic tests in Iran.
Research method is descriptive-survey. The population of the research includes all staff and volunteers of English TOEFL test in 2014. Samples were selected by census method. 102 volunteers and 25 employees were related to the conduct of electronic tests were selected. Data collection tools included two researcher-made questionnaires including statements about various aspects of electronic tests. Data were analyzed by SPSS software and one-sample t-test and Friedman test.
Results show that problems from volunteers point of view sequentially are included: "Attitudes to electronic test", "test content", " fast, accurate and useful Feedback ", " volunteers training and preparing ", " officials staff accountability ", "safety test", " physical space of the test ", " software and hardware technical issues ". also problems from the perspective of official staff sequentially are included: "Running costs", " volunteers digital literacy ", "attitude", "employee motivation", "legal issues", "feedback", "supervision", "people familiar with the test," "planning, coordination and implementation "" security, "" space of implementation the test "," test technical issues. "
electronic tests have many and different advantages but many injuries at their implementation have been identified that need to be modified over time.

Context: Emotions plays a major role in the educational environment so Scale to measure teachers emotions is noteworthy and significant subject.
aim: The aim of this research is to examine Validity and Reliability of TEI in Mashhad.
The research method was descriptive-correlative. The required sample size was determined 023 based on Cochran formula, and participants were selected by random Cluster method. The Teacher Emotion Inventory (TEI) of Chen (2016), positive and negative affect scale (PANAS; Watson, Clark and Tellegen) (1988) were completed by participants at the same time. Primary teachers were selected by multi-stage random sampling. Teacher Emotion Inventory and positive and negative scale were tested. The reliability of TEI was confirmed by internal consistency (Cochran`s alpha). The validity was determined by content validity, convergent validity, exploratory and confirmatory factor analysis.
Findings: Results showed that alpha coefficient for total size was 0/88 and for subscales was from 0/74 to 0/88. The correlation coefficient between Teacher Emotion Inventory and PANAS for convergent validity was 0/41. The analysis of principle components with Varimax Rotation showed that eigenvalue of 5 factors are considerable which explains 62/49 percent of the total variance. The goodness of fit indexes was confirmed by confirmatory factor analysis (CFA).
Hence, TEI has a good internal consistency and sufficient validity in the sample of Iranian teachers.

this study been done to build, reliability making and validation an measurement tool for accreditation and quality assurance of iran's higher education system. to perform this study, is used mixed method with explorative plan- tool development model.First, in the qualitative study, by using the method of grounded theory and interview with 36 higher education experts, were designed questionnaire with 25 omponents and 157 sub-components. then, in the quantitative section, Designed questionnaire, in a pilot study, was conducted on 84 members of Iran's higher education experts. based on the received feedback were acting to refine the questionnaire. then, the its final version and modified was put in the hands of 293 the country's higher education experts. validity of the questionnaire was confirmed by experts and its reliability was calculated equal to (0/982) by Cronbach's alpha. in the qualitative part of the study, was used non-probability purposive sampling sampling method and in the quantitative part, random classified sampling method used. to test mentioned measurment tool, analysis of structural equation modeling was used. by doing first order confirmatory factor analysis, mentioned measurment tool were modified to 22 components and 150 sub-components. results of second order confirmatory factor analysis, also showed that 22 components were extracted has sufficient factor load to predict of measurment tool relating to Accreditation and quality assurance of iran's higher education system. in addition, goodness of fit indices such as, (CMIN/DF) equal to 1/924, (RMSEA) equal to 0/39, (GFI) equal to 0/976, (AGFI) equal to 0/939, (CFI) equal to 0/928, (NNFI) equal to 0/935, (TLI) equal to 1/000, (IFI) equal to 0/928 and (RFI) equal to 0925, it shows, designed, measurment tools for the accreditation and quality assurance of iran's higher education system is a very favorable fitness.