فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی
پیاپی 9 (بهار 1394)

Ineffective education is one of the major criticisms that draw attention of higher education critics. Scrap leaning is a concept that can open a new window in educational research. The purpose of this study was to determine and analyze this concept and develop strategies to reduce scrap learning in higher education in Iran. Delphi method was used in three levels to reach consensus among higher education experts. Using snowball sampling, 40 experts were identified in which 30 experts participated in this study. Data was analyzed using SPSS and Nvivo qualitative data analysis software. Results revealed that scrap learning is non-practical nature of lessons, inappropriate content, and ineffective curriculum; Moreover, experts believed that scrap learning can be reduced through the empowerment of faculty members, emphasis in life-long learning, academic freedom, and monitoring and evaluating curriculums.

This study was done with the aim to survey the measurement and structure invariance of TIMMS 2011six constructs mathematical achievement، attitude towards mathematics، readiness skills، parental involvement، home resources، and family’s socio–economic condition based on a theoretical model. A total number of 5760 fourth graders elementary students were the participants of the study who had participated in TIMSS in 2011. The results showed that in the male group، the relation of the observable and latent variables had a better fit. In causal relationships significance، the male group showed a better fit compared to the female group in most cases. In the male group reliability of measured indictors had a better reliability compared to the female group. In regression coefficients، except for prediction of the “readiness skills” by the “home resources” and prediction of the “attitude towards mathematics” by the “parental involvement”، the male groups’ relationships were more precise than the female group. The female group had a more systematic bias in answering all of the questions compared to the male group. As a conclusion، it can be said that the mathematical achievement and the variables affecting it in the two groups had different meaning and were measured with different precisions.

Quality of academic achievement assessment system is of the most important factors that affect the exaltation or decadence of individuals as well as society. Positive or negative attitudes of the factors affecting the teaching-learning process can have a determinant role in the quality of its implementation. The present study aims to represent the teachers’ perceptions about the possible damages of implementing the descriptive evaluation plan. Using an interpretative approach an effort has been made to reconstruct teachers'' perceptions of the possible damages of semantic evaluation system، called descriptive evaluation، and to show how the participants understand and evaluate the relative possible damages of the descriptive evaluation design. Semi-structured interviews were used to collect data. Having used purposeful sampling and chain sampling، and through 23 interviews with teachers، data saturation was achieved. To evaluate the technical characteristics of the study، based on integrated perspective، multiple criteria were used. Deep analysis of the teachers'' factual experiences and views led to the identification and classification of the six possible damages for teachers and six for students. Inadequately educating students with insufficient literacy، inadequately educating students with insufficient motivation towards academic achievement، decreasing the enthusiasm of teachers towards educational activities، and loss of respect for teachers in school are among the most important of these damages. Results showed that the teachers have experienced and declared different damages originated from the Descriptive Evaluation Plan، and have faced with increasing challenges in the teaching-learning process.

Evaluation is one of the major concerns of the safeness of education and its programs. The study aimed at the broadcasting rate of evaluation standards in educational evaluation researches based on the reports from M. A. theses. Considering the method، the study was an evaluation study، with regard to final reports; summative meta-evaluation method was used. Accordingly، statistical population was the entire defended theses from four universities، including Ferdowsi University of Mashhad، Tehran، Shahid Beheshti and Allame Tabatabaei Universities of Tehran over the past decade، from 2003 to 2013. Due to the limited population، census method was used; so that only researches were examined that were conducted using quantitative method. In the study، researcher used Stufflebeam’s Check list (2012). In order to specify the reliability، Cohen’s Kappa coefficient was used and it was measured 0. 93. Findings showed that the entire theses were evaluated weakly in broadcasting utility، feasibility and propriety standards، and medium in broadcasting accuracy and evaluation accountability standards.

The aim of this study was to determine the affecting factors on reliability of teachers’ evaluation by student. In this research mixed research method was used. Participants in qualitative part were teachers of educational sciences and in quantitative part were BM psychology and educational administration students in 2010-2011from governmental Tehran universities. Participants were selected in qualitative part via snowball sampling. In quantitative part، via random sampling 273 students were selected whose major was educational administration and counseling. In this research two measuring instruments، interview and researcher-made questionnaire، were applied. Also، in order to analyze data، exploratory factor analysis was used. Data of qualitative part was determined by content analysis method through coding process. About teachers، creating motivation and enthusiasm in students، about students، the extent of students’ interest in lessons، the field and hope to future and about evaluation system، the lack of precise criteria in evaluation form were the first priority.

With the development of new approaches in education and progress in e-learning، evaluation has became a considerable challenge in this area. The purpose of this study is extracting the most important components، tools and methods of evaluating e-learning in order to achieve common points in these studies and presenting a comprehensive framework for evaluation of e-learning systems. In this study، the researchers used research synthesis method in which researchers selected 25 samples by purposive sampling among statistical population including 78 researches about e-learning evaluation and extracted the evaluation tools، components and methods were used in these researches and presented a framework for e-learning evaluation by analysis of these cases. The findings of this research include components، tools and methods used in e-learning evaluation in various researches and presenting a comprehensive framework in this regard. The results of this study showed that the most important components are usability، content and information quality، accessibility، communication، interaction and interfaces، management and controllability، technical system and services and supporting، also the most important tools for evaluation are questionnaire، checklist and interview and finally the most important methods are case study، survey and documental analysis.

This research has been conducted with the aim of surveying the amount of external efficiency of technical and vocational colleges in Yazd province during 2009-2011 years. External efficiency، in fact، is determined by the amount of graduates'' accountability to individual، societal، and economical dimensions of social system. In this study the method is descriptive-survey and its approach is applicable. The statistical populations of the research were all the 3736 technical and vocational graduates in Yazd province which among them 350 graduates were selected through random multi-stage sampling. A researcher made questionnaire was used to gather the data. Its validity has been admitted by specialists. The descriptive and inferential statistics were used to analyze the data. The results of the research indicated that the external efficiency was 65% in individual، 63. 4% in societal and 60% in economical dimensions respectively. In general، with respect to the lack of obtaining 37. 2% of external efficiency، it can be said that the external efficiency percentage is not desirable and therefore، it is necessary for staff members and teachers to find a suitable solution.