فصلنامه اندازه گیری تربیتی
پیاپی 7 (بهار 1391)

This study was administered with the aim of investigating the psychometric properties of the theoretical part of the driver’s license test. The study sample included the responses of a group of 350 subjects, selected through multi-cluster sampling, to the 30 randomly chosen theoretical questions of the driver’s license test. In order to investigate the psychometric properties of the test questions, the results obtained from both the classical test theory and the item-response test theory were compared and evaluated. The study adopted a descriptive methodology and the accuracy of the sample was verified at the beginning. Factor analysis and Cronboch method were used to determine the unidimensionality of the test. Then the test questions were analyzed based on the classical and the item - response test theories and the question parameters (difficulty, discrimination and guessing) and the ability due to uncertainty were extracted using the simultaneous estimation method. The results of the study confirmed the unidimensionality and independence of the test. After determining the main theory assumptions of the IRT, the model - data fitting was evaluated and the results of the two-parameter model showed better fitting with the data. In the next step, the question parameters and the ability factor were evaluated with the T-test. showed that there was no significant relationship in determining the accuracy of estimating the difficulty, slope and ability parameters between the classical theory and the item - response theory. In order to check the reliability and the stability of the test results on the first run, a test - retest was administered to a sample of 30 subjects. Since the present test is a kind of reference criterion, Kappa coefficient of reliability was used to settle the disagreements. Results showed that there is a significant relationship between the first run and the second run and moreover the test has sufficient reliability and validity to be administered in different cases. The analysis of the question parameters and subjects confirmed the simplicity of the test and its high capacity to distinguish the ability of the subjects. It can, therefore, be concluded that the test questions are more accurate with subjects with lower ability. In comparison to the classical theory, the estimated ability in the item – response theory is closer to the real rate. According to the estimated abilities, questions can be selected based on subjects’ abilities which can finally lead to the creation of a question bank.

The Multidimensional Aptitude Battery (MAB) is a group intelligence test based on the Wechsler Adult Intelligence Scale- Revised (WAIS-R). The MAB is designed for the assessment of a wide range of intellectual abilities of both adults and the16-year old or older adolescents. The purpose of the present research was to investigate the adaptation, normalization and the psychometric propertiesof the Persian version of the MAB among the Payame Noor Universitystudent population. First, the subtests were translated into Farsi. Then, some of the subtest items were adapted to the Iranian culture and were ready to be used. Finally, after the pilot study and resolving the errors, the final subtests were administered to a sample group consisting of 315 students of humanities and basic sciences in Payame Noor University of Tabriz.In this study, the mean and the standard deviation of the subtest raw scores were used to produce the standardized scores (with a mean of 50 and a standard deviation of 10) and then the standardized score conversion chart was formulated. The results of the internal consistency and test- retest reliability revealed that the MAB is adequately reliable. All the subtests had middle and high correlations with Raven’s Advanced Matrices’ intelligence test scores, which showed concurrent validity of these subtests. The correlation coefficients in the multidimensional aptitude subtests were in the range of 0.18 to 0.58. The correlation between the general information, vocabulary and picture completion subtest scores and age was positive and significant, but the correlation between digit symbol, spatial, picture arrangement and object assembly and age was negative and significant. The summary of the regression coefficient results showed that vocabulary subtests were the best predictor of the total score of verbal scale and the spatial subtests were the best predictor of the performance scales and the other subtests were of lower ranks. The results of the study indicated that the Persian version of the MAB is a reliable and valid measurement tool that can be used for academic and career counseling purposes, and basic researches.

The achievement goal orientation theory is one of the most modern approaches in the motivational psychology. This theory is concerned with students’ motivation. The purpose of this study was to examine the validity and the reliability of the achievement goal questionnaire-revised (Elliot and Murayama, 2008) among the Iranian student population. This instrument was applied to the 2x2 framework assessment. The questionnaires were administrated to 609 Dezful high school students. The psychometric properties were determined based on the appropriate statistical methods. The Alpha coefficients were estimated in the four subscales between 0.68 and 0.79. The results of the exploratory and confirmatory factor analysis revealed that the structure of the questionnaire had an adequate fitting to the data and confirmed the model. According to the estimated psychometric properties, this instrument can be used by the researchers in order to assess the four achievement goal orientations among the student population.

The main purpose of the present research was to validate the McMaster Clinical Rating Scale (MCRS) among the married men and women who consult the counseling centers in the province of Sanandaj. The study adopted a correlative design (factor analysis via Tendentious Oblimin Rotation Sort and confirmatory factor analysis). The study sample included 357 subjects who were randomly chosen during two phases (in the first phase, 283 subjects and in the second phase, 74 subjects) from among all the men and women clients in the counseling centers in Sanandaj. The participants completed the McMaster Clinical Rating Scale (MCRS) and the Criterion Questionnaires, and then the data was analyzed using the factor analysis via Tendentious Oblimin Rotation Sort and confirmatory factor analysis. The results obtained from the factor analysis via Tendentious Oblimin Rotation Sort indicated the seven factors of the McMaster Clinical Rating Scale (MCRS), which later fitted the confirmatory factor analysis. The reliability coefficients of the internal consistency including Cronbach’s alpha and split-half were satisfactory for the 60 elements and seven factors (83% and 82% respectively). Furthermore, the discriminating and convergent validity coefficients of the McMaster Clinical Rating Scale (MCRS) were examined by the measurement tools for Communication Patterns Questionnaire(CPQ), locus of control scale(LOCS),self-Differentiation of Self Inventory-2 (DSI-2) and the correlation results for the three criteria are respectively as follows: 46%, 36%, -41%, and -43% which are significant at (P<0001). The results of the factor analysis are consistent with previous findings and considering the validity and the reliability of the McMaster Clinical Rating Scale (MCRS), it can be used in research and clinical environments for distinguishing the normal people from the abnormal ones.

By the increasing growth of e-learning courses, the organizations and e-learners are concerned with the quality of aforementioned courses. They are, therefore, seeking to evaluate the different aspects of their courses based on the electronic learning standards. The purpose of this research was to investigate the quality of e-learning courses based on e-learning standards in the field of information technology engineering in KhajehNasir al-Din Toosi University of Technology. Accordingly interaction, instructional design, feedback, content, accessibility and multimedia learning management system were analyzed. The validity of this list was confirmed by the evaluation of the field experts and its reliability,based on Cronbach's alpha, was 0/87. The results showed that the quality of e-learning courses based on e-learning standards in the field of IT in KhajehNasir al-Din Toosi University of Technology is relatively acceptable and the results of T-test were significant. The outcome of this investigation provides useful data for the design and the production of the content, instructional and learning strategies and the decision-making of the organizations and learners.

During the past three decades, we have witnessed an outstanding growth in the number of higher education institutions. The growing demand for higher education besides the consequent escalating costs and the restricted financial resources have drawn the attention of the higher education policy-makers to seek ways to increase the efficiency and efficacy of higher education. On the other hand, higher education is criticized for its poor quality and its inconsistency with the market demand. Answering such criticisms requires finding innovative solutions for optimizing the system of higher education. The present research intended to answer the following questions in the field of measuring the educational efficiency: What are the obstacles in the way of measuring the educational efficiency of faculty members? In other words what are the challenges of measuring the amount of educational efficiency among faculty members? What is the significance coefficient of the aforementioned challenges and which one has priority over the others? This article was an attempt to review the efficiency factor in the higher educational system in general and to discuss the challenges on the way of measuring the educational efficiency among university faculty members in particular. At the end, some suggestions have been made for the improvement of the measurement of the educational efficiency among the university faculty members.

Burnout among students refers to feeling exhausted because of study demands, having a cynical and detached attitude toward one’s study, and feeling incompetent as a student. This study examines the validity and the reliability of schoolburnout inventory (SBI) in high schools via confirmatory factor analysis. This research adopted a descriptive approach. The study sample included a total of 520 (270 girls, 250 boys) adolescents, selected through random multi-cluster sampling from among high schools of Tabriz. Participants filled out a questionnaire concerning their school burnout.The results of the confirmatory factor analysis showed that the three-factor solution, compared to other models, fit the data best and also gave the best reliability indices. The three theoretically-derived dimensions of school burnout were closely related but had separate constructs. Finally, the concurrent validity for the School-Burnout Inventory (SBI) was found and the correlations of school engagement with each of the three dimensions of school burnout were examined: the lower their school engagement, the more exhaustion, cynicism and inadequacy they reported. The present study introduced the new concept of school burnout and its measurement instrument in the educational and counseling contexts.