فصلنامه اندازه گیری تربیتی
پیاپی 29 (پاییز 1396)

Teachers are the main pillars of universities and improving the quality of their performance, contribute to the improvement of education quality. One of the processes in order to improve the quality is the evaluation of teacher. This study aimed to determine and evaluate the factors affecting the quality of teaching faculty and it provides a method for its evaluation. The study population is undergraduate students of School of Economics at Allameh Tabatabai University in 1395 that gave their views about 50 members of faculty. Six students per faculty member were randomly selected that led to 300 questionnaire. Structural equation modeling was used to assess the measurement model, structural model and 6 hypothesis and research data analysis was performed using Amos 22. After performing the appropriate tests to confirm the model and calculating standardized regression coefficients, academic ability was the most effective and discipline and training requirements were minimal impact on the quality of teaching faculty. The findings also show that students are satisfied of educational quality of faculty members of the School of Economics at Allameh Tabataba’i University. At the end, some suggestions are provided to improve methods of evaluation of teaching faculty members.

This study aimed to evaluate the psychometric properties of the questionnaire optimism school science Hui et al (2008) conducted among high school students.
This descriptive study population included all male and female high school students. The sample of 350 students (200 boys and 150 girls) who were selected through random cluster sampling. The research school science tools optimism, optimism science student, student self-efficacy and motivation improvement. Data analysis using Cronbach's alpha, composite reliability, exploratory factor analysis and correlation coefficient was used.
Cronbach's alpha reliability coefficient of the scale combination of 94/0 and 93/0, respectively, which shows the reliability of this scale is desirable. In addition, a correlation coefficient of optimism school scale and the scale of the achievement motivation (93/0) was obtained which confirmed the convergent validity of optimism school. Exploratory factor analysis of three sub-scale collective self-confidence to parents and students and academic emphasis for this scale has confirmed.
Measure optimism school science can be used as a reliable and valid instrument in educational and research MvqytHay used.

The purpose of the research is to investigate the factor structure of academic success questionnaire (Salehi, 2014) by confirmatory factor analysis approach.
The research method is descriptive. The study population of the research includes all the high school students in Isfahan 2014-15 academic year, that were about 158304 students. The research sample includes 400 male and female students in the academic, who were selected by multi-staged cluster sampling. In order to investigate the factor structure, AMOS 20 software was used.
Findings: The results from confirmatory factor analysis show that the four factors of average, students’ views, parents and teachers in defining objective academic success are significant and the three subscales of academic satisfaction, a sense of academic success and academic conservation in defining subjective academic success are significant. Finally, the presented model shows that two hidden items of objective academic success and subjective academic success in defining academic success are significant and powerful.
Regarding the findings of the research, it is an error to consider only one criterion, namely the average, to evaluate the progress and academic success of students and it is recommended to use the academic success questionnaire (Salehi, 2014) to evaluate the level of academic success of students at schools.

The current study aimed to improve precision and item functioning of the OHQ by applying Rasch analysis to a sample of 212 participants. A convenience sample of 212 college students (139 girls and 78 boys) from a number of universities in Tehran city completed the OHQ questionnaire. Data were analyzed using Rasch analysis approach using RUMM2030 software. Results indicated that a number of the OHQ items displayed disordered thresholds. Therefore, items were rescored in a uniform fashion to correct the thresholds. Furthermore, three items (18, 19, and 25) displayed poor fit to Rasch model and were removed. Best fit to the unidimensional Rasch model was achieved after rescoring items in uniform fashion and removing items number 18, 19 and 25. Using the ordinal-to-interval conversion tables published here, ordinal OHQ scores can now be transformed to interval level data and thus subjected to parametric statistical analysis without violating fundamental assumptions. The precision of the instrument can be improved significantly by these minor modifications without the need to modify the original response format.

In order to the better interpreting and comparing scores in test batteries the raw scores in each test are converted to a common scale that called scale score. There are different Linear and nonlinear methods to convert raw scores to scale scores. Conventional methods of non-linear converting raw scores to scale scores are normalization and Arcsine methods. In This study that aimed to compare the standard error of measurement in non-linear converting methods we used 10000 random simulated sample data and 10000 random real sample data from Iran university entrance exam applicants.in order to compare converting methods conditional standard error of measurement that called CSEM, frequency charts and statistical indexes like moments was used. The results showed that both methods have different features. Although scores in both methods have high reliability and accuracy but Arcsine method reducing score error undulation for different score levels, also the mean of standard error of measurement for Arcsine scale scores was less than normalized scale scores.

The purpose of this study was construct and validate a questionnaire to measure personal epistemology in children. Accordingly, the 44 question with Likert scoring method was designed to have three options. Face and content validity was assessed through the survey of 10 experts and its reliability, through the implementation of 50 students to retest interval of one month, was calculated 0/72. Then, the questionnaire was administered on 472 students (217 males and 255 females) and using factor analysis with varimax rotation method revealed five factors with higher eigenvalues: simple knowledge, certain knowledge, source of knowledge, product of knowing and justification of knowing. In order to determine validity and reliability of the scale respectively, confirmatory factor analysis and Cronbach alpha coefficients were used. Results of Confirmatory factor analysis showed a good fit to the proposed five-factor structure. Also, the total score for internal consistency through Cronbach’s alpha, was 0/85. According to the results, the scale has acceptable reliability and validity and can be used as an applicable instrument in assessing personal epistemology in children.

Human resource competencies today are one of the most important focal points in management. The main purpose of this research was to build, validate and validate the HRM questionnaire in knowledge based companies. At present, the definition of the domain, conceptualization and the definition of components for the concept of human resource competencies is faced with a theoretical and methodological ambiguity and the root of many of these ambiguities and complexities is related to the lack of suitable tools for measurement. The provision of valid and effective measurement tools is a necessary step in the field of human resources. Human resource competencies are multidisciplinary structural executives that include five variables. The research topics are: What are the dimensions of human resource competencies? According to different patterns, are these dimensions different or not? Statistical sample of 220 managers of knowledge based companies were selected by census sampling method.

The aim of this study was to evaluate the psychometric properties of the shuffle et al (2002) academic enthusiasm scale. This scale consists of 17 items that the three components of strength, absorbency and measures devoted subjects. Sample consisted of 385 secondary school students of Khorramabad in the academic year 2015-2016 (186 boys and 199 girls) and the sampling was stratified by gender and region. The instrument used in this study shuffle et al (2002) academic enthusiasm scale. To check the validity of confirmatory factor analysis, principal component analysis and to evaluate the reliability of Cronbach's alpha coefficient was used. Factor analysis showed that the aublomin rotation operating with three factors is confirmed. The results of parallel analyzes were performed to identify the exact agent and the results of this analysis also confirmed that these three factors. Thus, the number of operating results and the questions this factor had high loadings largely consistent with the findings of the authors in this questionnaire. It was also found that the reliability of the questionnaire and its factors were high.

A few tools have presented to assessment academic engagement as one of the important structures in learning and education success, furthermore there is no tools to assess agentic engagement component. The aim of this study is to present psychometric indices of Reeve’s academic engagement questionnaire (2013) for use in Iran. For this purpose, 224 high school students (97 males and 127 females) were randomly chosen by multistage cluster sampling from Birjand city high schools. Psychometric indices were calculated using Cronbach's alpha and confirmatory factor analysis. Results showed that the questionnaire has good reliability (92/0). Confirmatory factor analysis showed that the questionnaire has acceptable fit to the data and indexes of fit goodness for the four-factor model that has formed basis of the questionnaire, was confirmed. These factors were called agentic, behavioral, emotional and cognitive engagement like the original study. The results show that Reeve’s academic engagement questionnaire with the introduction of agentic engagement, can be used as suitable tool in order to measure of academic engagement in Iran.

The purpose of the present study was to identify the weight of each of the courses of academic record and scoring based on the psychometric approach of the IRT continuous model and approaches based on the viewpoint of the specialists of Topsis and AHP. The method of this study was a combination. In order to conduct research in the first part, 11 items (courses) of academic background were taken from the expert group and weighed and prioritized using Tapis and AHP techniques. The final third year grades of secondary school students were received from the assessment organization and accepted for psychology and counseling in the humanities group. Theta tests were used to estimate the grades. In order to compare different weighting and grading models, the sample group was first ranked based on scores derived from all three approaches, and compared in terms of dispersion indices and the degree of difference between rankings. The results of the comparison of the three approaches indicated that the most variance is related to the IRT continuous modeling method. The results of Wilcoxon's statistical analysis to compare the average rankings showed that in the small sample size, the weighting method in all three methods produced a significant difference in the rankings compared to the same weight method, and therefore the weighting model in the ranking of the volunteers In small sample size affects. But there are no significant differences between the three weighting models in the candidate ranking. Also, the results showed that in the high sample size (2000 persons), the weighting method in all three methods compared to the same weights makes a significant difference in the rankings. IRT method scores are more reliable than expert-based approaches.However, the weighting method does not seem to have a significant effect on the reliability of the scores.