فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی
پیاپی 27 (پاییز 1398)

The purpose of this study was to compare approaches, achievement goals and personality traits between accepted and not accepted students in master test. The sample consisted of 260 Razi University students that included 130 accepted and 130 not accepted students in Master test. Revised Study Process Questionnaire (Biggs, Kember, & Leung, 2001), Achievement Goals questionnaire (Elliot & McGregor, 2001) and Big Five Inventory (John, Donahue & Kentle, 1991). Data analysis methods were multivariate analysis of variance and discriminant analysis. The results showed there are significant differences between study approaches, achievementgoals and personality traits of accepted and not accepted students. As well as discriminant analysis showed that according to these three variables, the accepted and not accepted students of master test can be predicted with a confidence coefficient of 77.37. According to present study results, it can be stated that students who do not use surface study approach and do not have mastery-avoidance, performance-avoidance and performance-approach achievement goals, and have high conscientiousness and openness to experience and low neuroticism are more likely to succeed in master test.

The validity of test scores may be compromised because of the presence of aberrant responding behaviors. The presen research applies the  &  person fit statistics to examine the response pattern of TIMSS 8th math test of Australia, Iran, and Republic of Korea. After determining the students with misfitting response pattern, the impact of the inclusion and exclusion of their response on the items parameters estimates has been investigated. The changes in item parameter estimates were found to be significant for some items. In addition, the equivalence of students’ response pattern were determined through   &  person fit statistics, and it was found that there is a consistency between the results of the two statistics. The relationship between the fitting/ misfitting response patterns of the students and their ability has been also studied, and it showed that there is a significant relationship between student’s ability parameter estimation and their response pattern for the  person fit statistic, but for the  person fit statistic, this relationship was not significant.

The purpose of the present study was to investigate the viewpoints of elementary teachers on the descriptive evaluation project in elementary schools. Accordingly, a phenomenological qualitative research method was applied. The participants of the study were 32 teachers from Sabzevar city in the academic year of 2016-2017. They were selected by objective sampling method. Data were collected using semi-structured interviews and analyzed by Strauss and Corbin method in three stages of open, axial and selective coding. Out of 127 conceptual codes of the research findings, the student-centric codes (Students becoming comfort-loving,  stress being reduced, literacy being reduced, real capability not recognized, confusion, reduced academic motivation, Reduced constructive competition, high population), teachers-related axes (being time-consuming, personalization, no chance for  students’ self-comparison, enhancing chances for teachers with low level of motivation, the involvement of managers in evaluation) and parents (also focused on their lack of consent and awareness) could be traced. The results of the study showed that the descriptive evaluation plan has weaknesses that can be expressed in terms of the effects they have on students, teachers and parents.

The main purpose of this study was to identify those components impacting on teaching quality in the Faculty of Health at Mashhad University of Medical Sciences. In terms of its goal, this research is an applied one and the research method is a combination of quantitative and qualitative methods of exploratory research using two survey methods and thematic analysis. In the qualitative stage, using semi-structured interviews with 24 faculty members and students of the Faculty of Health of Mashhad University of Medical Sciences, the data gathered were saturated. The analysis of the content was done through open and axial coding. The results of this section showed that the components affecting the teaching quality of the professors included four main themes: educational skills, scholarship, interpersonal and communication skills, and individual and professional characteristics of professors and 20 sub-themes. The statistical population of the quantitative section included students of the Faculty of Health at Mashhad University of Medical Sciences who were studying in 1996-1997. The sample was estimated 225 people using the Cochran formula. Data were gathered using a researcher-made questionnaire. They were then analyzed using confirmatory factor analysis and t single-group. The findings of the quantitative section indicated that among the identified components, interpersonal and communication skills between faculty members were the most important components of teaching quality from the students’ perspective.

The purpose of the research has been to design a competency model for chemistry teachers. It was conducted using a mixed method. In the qualitative section, via Dacum, chemistry teachers’ competencies were identified and  its dimensions and components were also determined. The statistical population included experts in teaching chemistry through the interview and the specialized meeting. Ten experts were selected by purposeful Sampling for Dacum. Firstly, the dimensions of the competency were determined through the interview and the specialized meeting and then the competency was designed; a questionnaire was also designed to confirm it. Its validity was assessed using the comments of specialists and its reliability was obtained through Cronbach's alpha of 0.918. In the quantitative section, the statistical population included 186 chemistry teachers in Zanjan province. Applying the random method and according to Morgan table, 144 people were selected. After collecting the questionnaires, the data were analyzed using LISREL software; the validity of the construct was confirmed by CFA, and the Competency model was approved. The model had an acceptable fit for purpose. A significant relationship was found between obvious variables and hidden structures (dimensions). The research results showed that the competency of the chemistry teachers in the areas of knowledge and skills includes six dimensions of management, technology/research, subject knowledge, culture, professional teaching and educational knowledge, and in the areas of the attitude and behavioral characteristics, it includes three dimensions: individual, behavioral, and professional.

The present research aimed to identify the learning outcomes of the “educational administration” major at the PhD level and also to design a curriculum model accordingly. Participants include 11 faculty members (from the universities of Tehran, Shahid beheshti and kharazmi) and 5 employers. They were selected through purposeful sampling. To gather the data, a questionnaire for a semi-structured interview was designed and used. To analyze the data, the method of content analysis was implemented. The result of the analysis of interviews  showed 4 general fields (academic, organizational- managerial, social- cultural, humanistic), 17  subsets and 70 learning outcomes.

The purpose of the present study was to assess the external efficiency of Qom University based on employment status and continuing education. The descriptive research method was used based on the applied approach. The population included 3,165 alumni of Qom University that have been graduated during the years 1391 to 1393. The sample consisted of 249 graduates who were selected by stratified random sampling method.  A questionnaire was used for data collection. The validity of the questionnaire was approved by experts and its reliability was confirmed using Cronbach's alpha estimated as 0.89. To analyze the data, Chi-square test was used. The results of the study showed that the employment rate of graduates of Qom University was 25.3% , and boys' employment rate was significantly higher than girls' employment rate (P <0.01).  The employment rate of graduates of Qom University was about 70 percent. The rate of admission of graduates of the Qom University in higher education is 80%. The admissions rate was 90% in the master program and 10% in the doctorate program. There is not a significant relationship between the rates mentioned and the faculty and gender (P> 0.05). Although the rate of the admission of graduates and the rate of continuing education was desirable, the employment rate was not desirable and the external efficiency was not also promising; therefore making proper decisions such as reconsidering the programs and enriching them, and also reconsidering the recruitment of the graduates of different disciplines seems essential so as to reduce unemployment.