Effective Factors on Composition Test's Correction by Teachers

This study was done to review effective factors on composition tests’ correction in the third grade of high school by teachers of high school in semnan province, in which 6 questions wer planned. In the present research two groups of men and women teachers, teaching in high schools,participated.at first, the research sample, including 97 persons, was prepared from among the population of teachers of geometry, persian literature and history, teaching in the centers of towns and cities of the province, as cluster sampling. Then, for gathering of the samples, we refer to all of boy and girl high schools in two determined cities that have theoretical branches; and provided each teacher of the aforesaid courses, a package including personal information questionnaire,sample questions of the relative courses, correction guidelines of them and 5 tests that were answered by the students (these 5 papers were selected randomly from among the tests of that course). 5 papers of randomly selected of tests of geometry, history and Persian literature of the third grade in high school, were encoding (a half directly as 1 to 5, and the other half indirectly as 5 to 1), and presented to the teachers for correction, in order that correct the papers according to the answers and determined score independent t-test and analysis of variance were used in comparing the average scores gained by different teachers. According to the results, in all of the 6 questions of the study, there is no meaningful difference; excepting question number 1 that in history part, there is a meaningful difference.findings of the study and applying statistical methods demonstrate that factors such as gender of the teachers, academic paper, years of service, gender of the students and rigorousness of the teachers in correction of the composition tests is not effective.