فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی
پیاپی 8 (زمستان 1393)

This research is aimed to study the solutions to meet substantial requirements about quality of M.A Educational Psychology (E.P) in Tehran national universities. Regarding the purpose, this research is practical and mixed method in data collection. To achieve the research objective, fourteen professors and authorities of Educational sciences and Educational Psychology faculties were purposefully selected. The data collection tools were Researcher–made questionnaire of Quality Function Deployment (QFD) including Open-end and Closed questions. Validity of questionnaire was authenticated by specialist's approval and its reliability was calculated by Cronbach's alpha coefficient (.71). In order to analyze data Categorization method and matrix of the Home of Quality (HoQ) were used. The overall twenty solutions were identified for improving the quality and according to their importance were classified. We can classify these solutions in five sections: “enhancing teaching activities”, “improving the research activities”, “Upgrading facilities”, “holding workshops” and “Holding the faculty development programs”.

The aim of these studies is to identify the components of effective teaching and the application of these components in Applied Science University of Kurdistan Province. The method of study is descriptive -survey. The study sample (in Qualitative section) included students and experts in the area of curriculum (the number 10). Using the Delphi technique, the experts identified components of effective teaching. A questionnaire was designed and due to these components, Cornbrash’s alpha reliability test levels was determined by 0.86. In the second part of the questionnaire, 364 students (according to the formula of Cochran's sample size) were distributed. The data obtained from the study of self-answering using descriptive and inferential statistical indices were examined. Results of this study showed that the components of human relations, good lesson planning, paying attention to the learning environment, accurate performance of the suitable teaching methods, teacher characteristics, and on-time evaluation have the greatest impact on effective teaching variables.

This study is intended to evaluate the performance of Payam-e Noor University employees of Lamard branch from the view-point of its students. The study is descriptive-survey design. The study population is 286 students and 162 individuals are randomly selected by Morgan Table. The study measure is researcher-built questionnaire based on five components of reliability, quality of work, innovation, learning and personal development and collaboration and reliability is 0.85, 0.79, respectively by Cronbach’s alpha for scientific and administrative employees. The validity is obtained by Bartlett’s test. To describe the sample, descriptive and inference indices (uni-variate t-test and ANOVA and pairwise comparison Tukey test) are used. The major results of the study showed that the view of students regarding the performance of administrative and scientific employees was above average. The results of one-way variance analysis showed the lack of significant difference based on moderating variables of age and education between the mean of students’ views regarding administrative employees and significant difference based on moderating variable of education regarding scientific employees.

Nowadays, development, improvement and quality assurance are requirements of academic systems in the world. Application of evaluation to know the present status and recognizing the requirements and challenges of higher education systems as well as surveying the purposes fulfillment could be sufficient action to improve the quality of higher education systems. Obviously, the poor quality of higher education will have an unfavorable effect on the scientific and technical future of the country. Hence, increasing the number and variety of universities and institutions for distance learning in a few decades leads to focus on their quality more than past. ¬As a result, this paper is aimed at studying the framework of accreditation and quality assurance of distance learning in some countries through documentary study and comparative analysis. It proposed recommendations in areas of evaluation and quality assurance of distance learning in higher education using mentioned results.

The aim of this study was to obtain an integrated view about the effectiveness of training of meta-cognitive strategies on academic performance. The meta-analysis method was employed and the statistical population includes all studies which conducted on the effectiveness of meta-cognitive training on academic achievement in Iran. According to the inclusion and exclusion criteria, 29 studies of 93 studies were chosen and analyzed. The data collection instrument includes two checklists, developed by researcher in order to summarize the results. Data were analyzed by comprehensive meta-analysis software. Results indicated that combining the studies on the effectiveness of meta-cognition was significant and this means that meta-cognitive training improves academic achievement. The magnitude of effect size that was obtained from the combined studies is large which means meta-cognition training has significant and visible impact on academic achievement. The magnitude of NFS, shows that the results can be used regardless of unpublished non-significant studies. The high heterogeneity of the studies also shows that there are other variables which affect the dependent variable and the distribution of the effect size is not only due to sampling error.

The main focus of this study is investigating the factorial validity of the comprehensive version of the Achievement Emotions Questionnaire (AEQ; Pekrun, Goetz & Perry, 2005) among Iranian students. In this correlation study, 317 undergraduate students (141 male, 176 female) responded to the original version of Achievement Emotions Questionnaire. To compute the factorial validity and internal consistency of AEQ, the confirmatory factor analysis method and coefficient alpha were used, respectively. The results of the confirmatory factor analysis (Pekrun et. al., 2011) by replicating higher order factorial structure of Farsi version of the Achievement Emotions Questionnaire consisted of 24 scales measuring enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom during different educational situations in class, learning and taking tests supported internal validity of AEQ empirically. Moreover, internal consistency coefficients of multi-scale in different situations were 0.74 to 0.87. The results of this study provided further support for the control-value of achievement emotions theory. Furthermore these results showed that the AEQ is a valid and reliable instrument for measuring achievement emotions among Iranian university student sample.

Although logistic regression analysis has been introduced for detecting biased items of psychological and educational tests, but few researches have empirically investigated its power. The objectives of this research are to evaluate the statistical power of logistic regression analysis and to investigate the mediating factors in detecting differential functioning of test items. Monte Carlo simulation methods were used to answer the research questions. The required data were simulated using WINGEN software with respect to the mediating factors. The data include 3 different sample sizes, 2 types of uniform and non-uniform DIF, 4 different amounts of DIF and 3 levels of DIF items embedded in the simulated tests in 72 different experimental conditions with 100 iterations. So the results of current research is an indicator of desired statistical power of logistic regression analysis and it is proposed that this method is used more when DIF type is uniform and sample size is very large.