فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی
پیاپی 34 (تابستان 1400)

Nowadays, the importance of critical thinking in promoting students’ academic and careersuccess has increased. Therefore, many higher educational institutions consider reinforcing critical thinking as one of their ultimate goals. The present study was conducted with the aim of describing the graduate students ' perception of the second level “explicating the thesis of a text “and third level “analyzing the Logic of Text” of critical thinking based on Paul and Elder framework (2012).  

 This research was conducted based on a qualitative approach, and phenomenography method. 15 voluntary Participants were from first year, second year and graduated educational psychology students of at master level from Alzahra University, in the academic year of 2016-2018. First of all, they were requested to read a part of the book entitled “Art of Loving” and answer to the questions of second and third level of critical thinking. Then, data were analyzed based on the inductive method. The categories description was plotted with internal and external horizons and outcome space.

The results showed eight descriptive category including, explicating the thesis of a text based on the elaboration strategy, application of deductive reasoning, remembering of prior literacy knowledge, text analysis with regard to the components of critical thinking, inappropriate diagnosis of critical thinking components, exploratory questions vs no exploratory questions, general expression of content of text and overcoming the person's vision on author vision.

Therefore, to promote the critical thinking of students, it is recommended the instructing of critical thinking components and strengthening critical reading skills be considered by policy makers of higher education.

Standard setting is one of the assessment techniques to create valid classifications of examinees. In present study, the effect of two standard setting methods, benchmark and bookmarking, was examined in results of a large-scale study, which was planned for assessing mathematics learning in sixth grade students of Tehran city.

Two methods were compared using data of a provincial large-scale assessment which carried out on 9720 sixth grade students in Tehran city. They asked 264 mathematics items and their response were analyzed by plausible values. 

Results of applying benchmark showed that 75, 48, 18, and 2 percent of students attained minimum scores in low, mediate, high, and advanced levels; respectively. In addition, 23.9 percent of items located in the same level that identified by content experts. In contrast, quality of classification by content experts in bookmarking was critiqued due to comparing of successive averages with standard deviations of location parameters. Moreover, effect of using five response probabilities: 0.52, .057, 0.62, 0.67, and 0.75 in classification of students indicated that, in spite of recommendation of response probability 0.67 in literature, the lowest response probability (0.52) produced the most realistic results rather than other response probabilities, however, this is still a strictly standard comparing benchmarking methods.

Standard setting should be considered as a technical issue in all assessments that grading or pass/fail is consequent of the test.

The aim of this study was to design and present an appropriate validation model at the level of the Department of Islamic Azad University.

The research method is a combination of consecutive explanatory design and in terms of purpose is among the applied research. The statistical population in the quantitative part included the heads of departments and faculty members of the Islamic Azad University and in the qualitative part included experts and faculty members. Quantitative sample size of 36 department heads and 97 faculty members was determined by random stratified sampling method and in qualitative section 66 expert faculty members and field specialists were determined by non-random snowball sampling method. Researcher-made questionnaire, interview and checklist were used. The face and content validity of the questionnaires and research tools were determined using the opinions of experts, supervisors and consultants and the reliability of the questionnaires was estimated with Cronbach's alpha coefficient of 0.97. Descriptive and inferential statistical methods and structural equation modeling were used to analyze the data

Findings showed that from the perspective of the sample, the quality of the dimensions and the process of implementing the internal and external evaluation plan of the university is above average.

The results showed that five steps are necessary for validation at the departmental level and the number of 8 factors, 42 criteria and 214 validation indicators were identified and the validation model has a good fit

The aim of this study is to evaluate the chemistry questions of university entrance exam (concur) in 2017 by using item-response theory.

This is an applied, descriptive research. 5,000 answer sheets of participants in Empirical Science group, were selected randomly as sample. All parameters were calculated with NOHARM and IRTPRO and EXCEL softwares.

First the initial assumptions of IRT theory (unidimensionality and local Independence) were investigated. The parameters of each questions such as difficulty and discrimination coefficient, were calculated based on the classic and the item response theories. The results showed that 7 questions show a good fit with one and two parameter models and 21 questions are also compatible with three-parameter model and 13 questions don’t fit with any IRT models. The analysis with 3-PL-IRT showed the discrimination coefficient of 26 questions are strong (a> 1.3), 6 are moderate and 3 are weak (a <0.65). Also 11 questions were very difficult (b> 1.2) and 24 questions were appropriate (-1.2

The results showed that 3-PL IRT model has a better fit with the test. All questions are efficient in terms of discrimination coefficient and have a high level of difficulty and also guessing parameter is high in this test. The test’s questions have the highest Information and the least error for a high level of ability (range -1 to 2).

 Research ahead with the goal Construct and Validation of the Coronavirus pandemic Multidimensional Anxiety questionnaire done.

The statistical population of the study included all people living in Lorestan province who faced the effects of Coronavirus pandemic in 2020 The sample was 384 people based on the Cochran's formula, which was selected as a sample of men and women in relatively equal proportions. To analyze the data, the factor analysis method based on the structural equation model of the first and second order was used.

In the findings section, the reliability of the questionnaire was calculated based on Cronbach's alpha of 0.88. The correlation between anxiety and coping styles, avoidance, denial, and responsibility was 0.62, -0.37, and -0.57, respectively, indicating validity. The criterion was a questionnaire. Exploratory factor analysis showed that the four dimensions of physical, cognitive, social and emotional respectively. Confirmatory factor analysis confirmed the results of the content validity of this questionnaire, ie the four-factor anxiety structure in facing with Coronavirus epidemic, and showed the significance of the existence of four dimensions in the concept of pandemic anxiety.

The results showed that the Coronavirus pandemic Multidimensional Anxiety questionnaire, measuring four physical, cognitive, social and emotional dimensions, is a suitable tool for determining the level of anxiety in pandemic crises.

Performance appraisal is a systematic, data-driven approach to organizational management whose results can be effective in achieving organizational excellence, the quality of moving from status to desirable status, enhancing performance and improving service delivery. This study defines the issue of educational quality assessment in Rasht municipality in the form of a multi-criteria decision-making problem with 9 criteria and 11 alternatives. This paper is intended to analyze training courses and determine the orders of them based of some criteria in order to be used in future training programs.

For solving the problem, Shannon entropy is developed to determine subjective weights and TOPSIS method is used for finding the preferences among alternative (courses).

the results shows that in this municipality on the basis of criteria used in the study, the educational quality of firefighting course is the highest level and this state in transport and traffic management course is the lowest level.

This paper is intended to analyze training courses and determine the orders of them based of some criteria in order to be used in future training programs. The results shows that the mentioned methods can be used in organizational performance appraisal if they are defined in a multi-criteria decision making problems.