dr. ali moghaddamzadeh

The evolution in contemporary approaches toward Educational Assessment led to the appearance of Assessment as Learning Approach (AAL), aiming to establish and strengthen Learning based on comprehensive Self-regulation and Independence. The paradigmatic evolution inferred from the decayed Assessment basis into the Assessment as Learning. The present research was performed to recognize and contrast the quality criteria of Classroom Assessments in higher education based on Assessment as Learning.

To perform a systematic literature review, related documents were researched during 2005-2024 in databases such as Elsevier and Web of Science (WOS), 40 documents provided the appropriate quality of Critical Appraisal Skills Programme (CASP) were studied and analyzed.

The data analysis led to the recognition of Classroom Assessment Criteria in a) the Assessment Of Learning Approach (including Reliability, Fairness, Validity and Transparency), in b) the Assessment For Learning Approach (including Participation, Validity, Fairness, Transparency, Consistency and Accuracy, Efficacy, Authenticity, Congruity and Practicality) and in c) the Assessment As Learning (including Assessment Literacy, Participation, Self-regulation, Metacognition, Validity, Reliability, Efficacy, Transparency, Practicality and Congruity).

The Assessment Criteria (Of, For, As) Learning helps support students in the learning process and gives the students and faculty professors more executive procedures to enrich the Classroom Assessment Criteria. The utilization of these results can create opportunities for the education and empowerment of faculty members, enhancing the quality of instructional performance in the realm of classroom assessment at universities. This approach aligns with the pursuit of equity and fairness in assessment and the improvement of the teaching and learning process.

The national university entrance exam (Konkur) has been the most important exam and assessment conducted in Iran in its 60-year history (from 1968 until today). Therefore, it is crucial to understand what the test actually evaluates. . In this article, our goal is to examine the ergodicity assumption by examining the condition of homogeneity of the phenomenon in question in society. This is important because if the ergodicity assumption does not exist in the factor structure of the Kankor, these factors cannot be interpreted as intra-individual causes.

The present research was designed as a cross-sectional study to investigate the hypothesis of ergodicity in the national exam of mathematics and physics. The statistical population included all subjects who participated in the mathematics and physics entrance exam in the year 2021, from which 12,699 people were randomly selected as a sample. The variables used in this study were the grades (in percentage) of the candidates in mathematics and physics courses, including Persian literature, Arabic, Islamic studies, English language, mathematics, physics, and chemistry. In the process of data analysis, exploratory factor analysis was initially used to identify the underlying factors of the entrance exam and indicators related to each factor. Subsequently, the fit of the obtained model was examined using structural equation modeling. Following this, hierarchical cluster analysis was employed to create five clusters of candidates participating in the entrance exam based on the percentages of different courses. Finally, the invariance of the factor structure obtained in these clusters was tested.

The absence of measurement invariance indicates the heterogeneity of the phenomenon among the subjects, which means that the Ergodicity assumption is not met. Therefore, the intra-individual interpretation of factors is not possible. This challenges the traditional interpretation of factors obtained from latent variable models as individual causes. It suggests that the obtained factors may be emergent properties of the population, but this claim faces challenges related to empirical justification and alignment with the purpose of using the entrance exam. In summary, discussing the technical aspects of the entrance exam without considering its theoretical and conceptual dimensions is analogous to "milking a sheep whose gender has not yet been determined": it may yield results, but the type of the product cannot be guaranteed.

Learning disabilities are currently the largest group of disabilities in special education. These disabilities are defined as impairments in one or more basic psychological processes, including the comprehension or use of spoken or written language, which may manifest as impairments in listening, thinking, reading, writing, speaking, spelling, and mathematical calculations. In the context of learning disabilities evaluation, one of the few diagnostic–prescriptive tools is the fourth edition of the Learning Disability Evaluation Scale (McCarney and House, 2018), which, in addition to its diagnostic application, provides suggestions for relevant interventions, leads to an individualized educational plan. The provided interventions are based on the seven–component theoretical structure of this scale with a logical combination. The present study was conducted to validate the seven–component structure of the Diagnostic and Prescriptive Learning Disability Evaluation Scale (McCarney & House, 2018) among the second– to fifth–grade elementary students.

This research was a descriptive–analytical study of tool development type. The statistical population of the research consisted of the second– to fifth–grade elementary students in the 2021–2022 academic year. According to the announcement of the cooperation of elementary school principals, Tehran, Mazandaran, and Lorestan provinces were selected as the study settings using the available sampling method. Then, in each of these provinces, cities, elementary schools, and learning disability centers were selected using the available sampling method. Finally, following the minimum required sample size according to Mayers (2013) and considering the inclusion and exclusion criteria, the standard sample group of 298 students (145 girls and 153 boys) was selected by simple random and purposeful sampling method by the teachers of selected schools. Also, the clinical sample group of 27 students (9 girls and 18 boys) with learning disabilities was selected using the available sampling method by the educators of the selected learning disability centers. This study was conducted to validate the fourth edition of the Diagnostic–Prescriptive Learning Disability Evaluation scale (LDES–4) (McCarney & House, 2018). To adapt this scale to Persian culture and language based on the method presented by the World Health Organization in 2006, the following steps were performed: direct translation, referral to an expert panel and back translation, obtaining cognitive information through clinical interviews, and at last compiling the final version and documenting. The Colorado Learning Difficulties Questionnaire (Willcutt et al., 2011) was used to explore concurrent validity. To determine the content validity, the content validity ratio (CVR) and content validity index (CVI) were calculated using the opinions of 6 professors and experts in learning disabilities. To probe the construct validity, confirmatory factor analysis was utilized using the maximum likelihood estimation method in AMOS26. Internal consistency was also investigated using the Cronbach alpha method, and temporal stability was assessed using the test–retest reliability method with a time interval of four weeks in the clinical sample group using the intraclass correlation coefficient. The Pearson correlation coefficient was calculated for the clinical sample group for concurrent validity. In addition, to check the discriminant validity, 27 students of the normal sample group, who were equal to the clinical sample group (27 people) in terms of gender, educational level, and place of residence, were selected randomly, and their scores were compared with the scores of the clinical sample group through the independent t test. In this study, to perform the confirmatory factor analysis, AMOS26 software was used, and the rest of the statistical analyses were performed using SPSS26 at a significance level of 0.05.

In the confirmatory factor analysis using the item parceling modifying method, the fit indices were CMIN/df=3.883, CFI=0.963, PCFI=0.770, PNFI=0.761, and IFI=0.963, indicating the desired fitness of the seven–component structure of the Diagnostic–Prescriptive Learning Disability Evaluation Scale with the data. In examining the discriminant validity, there was a significant difference between the normal and clinical groups regarding the scale's total score (p<0.001). The Cronbach alpha value for the whole scale was 0.94, and each component was calculated at more than 0.70. Also, the intraclass correlation coefficients, with a confidence interval of 95% for the whole scale and its seven components, ranged from 0.891 to 0.970, which was significant (p<0.001), indicating the appropriate temporal stability of the scale. Also, a positive and significant relationship was obtained between this scale's total score and the Colorado Learning Difficulties Questionnaire (p<0.05).

According to the findings, the fourth edition of the Diagnostic–Prescriptive Learning Disability Evaluation scale (LDES–4) with a seven–component structure can be used as a valid and reliable tool to assess learning disabilities in the second– to fifth–grade elementary students.

Considering teachers’ significant role in identifying students with specific learning disabilities (SLDs), it is necessary to develop a native teacher-oriented tool with appropriate validity and reliability, as a basis for related interventions.

This research aimed to standardize the diagnostic-prescriptive Learning Disability Evaluation Scale (LDES-4) (McCarney & House, 2018).

The statistical population comprised second to fifth-grade students studying in 1400-1401. The normative sample group involved 596 students selected by simple random and purposive sampling methods while the clinical sample group involved 27 students with SLD selected by available sampling method. Colorado Learning Difficulties Questionnaire (CLDQ) (Willcutt et al., 2011) was used for concurrent validity. Exploratory Factor Analysis, Structural Equation Modeling, Multiple Linear Regression, and Independent T-Test were utilized for data analysis.

A five-component structure was extracted by Principal Axis Factoring and Promax rotation methods. The results were very close to the theoretical structure of the scale and adequately fit with the data. The correlation coefficient between the full-scale scores of the current scale and CLDQ was equal to 0.65 showing acceptable concurrent validity as well as a significant difference between normative and clinical groups (p< 0.001). The internal consistency coefficients were desirable and ranged from 0.97 to 0.99. Moreover, Intraclass Correlation Coefficients (ICC) ranged from 0.88 to 0.97 indicating the temporal stability of the scale.

As a result, the Persian version of the Learning Disability Evaluation Scale can be used as a native valid, and reliable tool to diagnose SLD in second to fifth-grade students.

The present study aims to investigate the importance, Functionalities, and effective mechanisms of international large-scale assessments and their role in global governance through the procedures. With implementing systematic documentary analysis, documents selected in a systematic procedure and then analyzed in a systematic way. Results have shown that ILSAs which perform by Co-operation and economic development organization and international association for the evaluation of educational achievement, in the last decades be as one of the most influential factors on national educational policies of countries in the world. Results about performance show that these assessments can affect as thermometer or whips over multi-layer mechanism on educational structure. The results about role of ILSAs in global governance show that performing and developing of these assessments in the last decades creates softer form of governance such as governance by information, governance by persuasion, governance by rating and ranking, governance by opinion formation, governance by comparison.

Executive functions are a set of high-level cognitive processes that, by influencing low-level processes, enable individuals to direct their thoughts and actions. Despite the importance of measuring executive functions Many current tests of executive function are complex, have limited reliability and validity, and suffer from task impurity.

The purpose of this project was to develop a novel set of executive function test based on the integrated model of executive function.

The sample consisted of 115 students (18 girls and 97 boys) who were selected by cluster random sampling from 16 and 6 urban areas of Tehran (M=9.2 years; SD=1.7). central nervous system vital signs test was used to evaluate the validity of the test. Pearson correlation tests and exploratory and confirmatory factor analysis were used to analyze the data.

The reliability of the main scores of the subtests was mainly calculated in a significant range (p<0.05). Also, the concurrent validity of the test using the correlation showed a significant correlation. The calculated coefficients for the snake and ladder, gift box, school bag, special route, mannequins, cards, apples, ball and rocket and hands are equal to 0.61, respectively, 0.53, 0.41, 0.79, 0.54, 0.38, 0.66, 0.60 and 0.39. Exploratory factor analysis identified three factors: updating, shifting, and inhibition. The results of confirmatory factor analysis also indicated a good fit of the mode.

The pictorial-computer test of executive functions has outstanding features for measuring students' executive functions.

Distorting evaluation results is one of the most devastating damage that it threatens the dynamism of any system. The main purpose of this study is to design a Pseudo Evaluation Questionnaire (PEQ) for elementary schools. Identifying and measuring the factors that lead to Pseudo evaluations in school is very important. We conduct two studies for the structure of the PEQ. In the first study, we demonstrate the possible causes of pseudo evaluation in elementary school. In the second study, we use exploratory and confirmatory factor analysis methodologies to examine the factor structure of the PEQ.

In order to achieve research goals, we use exploratory mixed method. In the first study, 30 individuals were selected through Purposeful Sampling and in the second study, 714 teachers were selected through cluster sampling from elementary school teachers in Tehran. We also check its reliability and validity in different ways. For reliability, omega, alpha and marginal coefficients were estimated.

Qualitative data led to the identification of 4 main factors using the Colaizzi method. These main factors are: Teacher professional agency, management and planning, evaluation tools and techniques, interpersonal relationships. In the second study, results of exploratory and confirmatory factor analysis confirmed the structure of Study 1, in addition to providing evidence for the PEQ’s predictability. In the next section Graded Response Model (GRM) used to examine the characteristics of items and data fit. The result of this section was that 2 items were removed due to inappropriateness. After a thorough examination of the items, 35 items remained .

Overall, the results indicate that the PEQ measures the factors of pseudo evaluation which can help to identify possible causes of pseudo evaluation in elementary schools. By identifying these factors, its consequences can be prevented as much as possible.

The aim of this study was to present a conceptual model of spiritual well-being in prevention of substance abuse in adolescent. The present study was done with a qualitative meta-synthesis with systematic review of the studies present in the foreign and Iranian journals about spiritual well-being and the role of them in prevention of substance abuse in adolescents. The population of this study consisted of non-interventional archive studies that were done during 1986 -2016 in Oxford Journal, Science Direct, Wiley Online Library, Taylor&Francis, ProQuest, Springer, Iranmedex, Irandoc, SID and Magiran. Keywords were including of spiritual well-being, spirituality, prevention of substance abuse and adolescents. This study with ethics code 8797/1129 has been approved by Farabi Campus of University of Tehran. After reviewing and evaluating the quality of the research, eventually 73 papers and theses included 8 Persian articles, 65 English papers including 11 theses and 54 articles were found and dissertations and finally conceptual model based on fisher (1998) theory's, wree presented. On this ground, subcategory of spiritual well-being was consisted of three theme of relationship with others, relationship with self and relationship with God. Each of them consisted of two subtheme of psychological health (interpersonal and intimate) and psychological well-being(interpersonal and intimate). The results showed that spiritual well-being influenced on multiple dimensions of adolescent psychological health and well-being and prevention of adolescent substance abuse from this way.

Increasing the probability of getting divorce is one of the most ominous facts and most dangerous things that can really damage the health of each society. Therefore, the present study aims to identify and represent individual indicators affecting the probability of harming divorce, which in a descriptive and qualitative phenomenological method is used. The research sample includes all marriage couples referring to Khorasan Razavi Health Center and all divorce applicants referring to welfare intervention centers. Participants included 15 engaged couples, 20 couples applying for divorce, selected by targeted sampling method. The criteria for entering the study for marriage applicants were: aged 18 to 40 years old, upper secondary education, first marriage and Tend to participation in research, and in divorced applicants, in addition to the above, the duration of marital life was considered to be a maximum of 10 years. In- depth and semi-structured interviews were used to collect data. The interviews were collected and recorded in a 6-month period and analyzed using the seven-step strategy that resulted to analysis of 579 primary codes, 25 sub-components and 7 main components affecting the probability of harming divorce including temperament, intellectual and psychological maturity, individual skills, individual beliefs, lifestyle, personality disorders, and characteristics appearance.

The present research aimed at the construction and validation of a reading test based on cognitive diagnostic assessment model (CDM). In order to construct the test, the most important reading attributes were identified by classifying the attributes relevant to reading in national and international research and documents. Subsequently, the test was designed by considering the viewpoints of experts in the field of Persian language and literature and primary school teachers. After pilot and preliminary analysis and eliminating inappropriate items, the final test was designed with 27 items, which measured four attributes of comprehension of explicit information in the text, inference, integration and interpretation, and vocabulary. In this research, the construction stages of the test were elaborated. Using a cluster sampling method, the test was performed on a sample consisting of 816 sixth grade students in Qom. The statistical analyses were carried out via additive CDM. The relative and absolute indices of fitness indicated that the model is sufficiently fit. Moreover, use of classification consistency and accuracy indices indicated that the test is capable of classifying students with proper consistency and accuracy. The research results illustrated that this test can identify students’ reading attributes using cognitive diagnostic assessment model. Extended Abstract:Evaluating ability of reading specifically in primary school students is of utmost importance. Though, national and international researches and assessments demonstrate weakness in Iranian students reading, no test for assessing of reading skills for primary school student is yet available. Recent developments of educational assessment is basis to construct tests that diagnose students mastery in different attitudes. Among them cognitive diagnostic assessment can demonstrate students weakness and strength in different attitudes. Generally, the goal of cognitive diagnostic assessment is promoting assessment for learning versus learning outcome assessment by providing the information needed to modify the teacher's training in the classroom. In another word the goal of cognitive diagnostic assessment is obtaining diagnosis and formative feedback by demonstrating students mastery of attitude exactly. The present research aimed at construction and validation of a reading test using cognitive diagnostic assessment . So this research has two minor goals: (A) identification of reading attributes and (b) designing a reading test using a cognitive diagnostic model. In order to achieve the first goal, reading theories were first reviewed . Reviewing reading theories suggests that existing theories analyze reading with great complexity and subtlety, making it almost impossible to make a test based on these theories . Therefore, in order to identify reading attributes, first reading attributes in national and international research and documentation, and valid language tests and researches that were performed with the cognitive diagnostic approach to assessing language, were collected and the most important reading attributes were collected . The attributes were categorized in several stages with the view of the specialists of Persian language and primary school teachers, and finally, four main attributes for the construction of the test were identified. Subsequently, The test was designed by viewpoints of experts in the field of Persian language and literature and primary school teachers. Though, in the stages of the construction of the initial test, the appropriate coverage of the various combination of the Q-matrix was carefully noted, but in a Focus group, the suitability of the Q matrix was investigated . After pilot and preliminary analysis and eliminating inappropriate items, the final test was designed with 27 items, which assessed four attributes of comprehension of explicit information in the text, inference, integration and interpretation, and vocabulary. The test consists of three types of items . In a class of items, the student must answer questions about the story content after reading a short text. In the second class, the student should understand the meaning of the words and ancient literature sentences. In third class items, students should be able to recognize the meaning of words in different sentences. In this test, in addition to the standards of educational measurement, a cognitive diagnostic model was used and specific Persian language requirements such as Iranian proverbs, ancient poetry and ancient literature, and some sources of reading errors that are rooted in Persian features (such as different letters with the same pronunciation, differences in the written and spoken word of some words, etc.) has also been considered. In this research, the construction stages of the test were elaborated. Using a cluster sampling method, the test was performed on a random sample consisting of 816 sixth grade students in Qom. The statistical analyses were carried out using additive cognitive diagnostic model. After the initial analysis and the removal of inappropriate items, the relative and absolute indices of fitness indicate that the model is sufficiently fit. Moreover, usage of classification consistency and accuracy indices indicate that the test is capable of classifying students with proper consistency and accuracy. Students' mastery of the four attitudes of reading in this test was between 0.53 and 0.68 . Subjects' mastery in the attributes of comprehension of explicit information in the text was 0.68, in inference attributes and vocabulary knowledge, each was 0.58, and in the integration and interpretation attribute was 0.53 . Students' mastery in the attributes has been compared with the two minimal criteria and the criterion that Jang (2009) has proposed. According to the minimal criterion, students have mastered all reading attributes. Based on the criterion that Jang (2009) suggests, the minimum level of proficiency required for each attribute is 0.6. Accordingly, students have mastered the comprehension of explicit information in the text, and have not mastered other reading attributes. The results of this study showed that this test can identify the profile of reading attributes of students using a diagnostic cognitive model

Abstract: Identifying the effective factors in the success of top people, and trying to take advantage of them, is one of the most important strategies for success. The lack of an in-depth study in representing the success factors of top students at the university entrance exam motivated the researchers to conduct the present study. The data were collected through a qualitative approach and a deep semi-structured interview with the elective students of university entrance exam, which were selected by the extreme case sampling. After 12 interviews, theoretical saturation was analyzed and data analysis was performed based on a seven-stage Collizzi. The deep analysis of the participant's experience of life has resulted in the classification of seven main themes (main success factors). The results were presented to the participating professors and confirmed after successive studies. The findings indicated that the identified seven factors played a major role in achieving top rank in the university entrance exam. These factors include self-motivation, ambition, purposefulness, speed, learning strategies, learning environment and family features.

Anger, as a fundamental emotion is affiliated with threats and negative evaluation. Researchers have presented anger rumination as a construct related to anger and also that alexithymic individuals imply rumination as a way to regulate and manage their anger and negative emotions. The aim of the present study is to examine the effectiveness of written emotional disclosure on reduction of anger rumination among individuals affected by alexithymia. Hence, in a semi-experimental study with pretest-posttest, and control group, 130 male and female graduate level students at University of Tehran were selected through availability sampling method. A total of 30 participants having high scores on Toronto Alexithymia Scale were screened and randomly assigned to experimental and control groups. Participants in both groups were evaluated for anger rumination at the start and end of the study. A two-week program of written emotional disclosure (sis twenty-minutes sessions) was executed for experimental group. The control group received no intervention. Attained data were analyzed using univariate analysis of covariance with SPSS version 23. The results revealed reduction in anger rumination as a result of written emotional disclosure among alexithymic individuals. It is concluded that teaching of written emotional disclosure can be used to reduce anger rumination and its negative outcomes among general and clinical populations.

The research has been done with the aim of reviewing the position of the conceptual model of the culture of sacrifice and martyrdom and the evaluation of realizing the approved objectives of the Islamic Republic of Iran's of Education system at the high school level. Its method is descriptive containing document analysis and content analysis using an applied approach. The population of the research is all of the related contents with the culture of sacrifice and martyrdom and also the objects of the high school level and because of the research andits limitations, sampling was not used, the whole population was taken into account in this study. Measuring devices are note taking and content analysis inventory documents data in quality method and the data of content analysis have been examined by using the descriptive indicators in the process of Shannon entropy analysis. The major findings of this study indicate that: 1. The conceptual model of culture of sacrifice and martyrdom after reviewing relevant documents was developed in four axes and 43 components. 2. As a total, 38 references are considered the components of sacrifice and martyrdom are as below: goals of belief seven, moral eight, scientific- educational zero, cultural - artistic one, social eight, environmental one, political nine, economic four references. 3. Among the studied axes the practicable qualities of sacrifice and martyrdom with information load factor of 0/842 and with a coefficient importance 0/711 are the most considered. Whereas, for the individual and social aspects of sacrifice and martyrdom with information load factor of 0/003 and with a coefficient importance 0/003 have drawn less attention.

This study aimed to analyze the dimensions and elements of Islamic awakening and its place in the history books of second class high school of Iran. Descriptive research methods, including document analysis and content analysis and its approach is also considered as a functional approach in this study. The study population consisted of two parts; texts related to different dimensions of Islamic awakening and 4 school history textbook second class of high school (Iran and world history 1 and 2, the contemporary history of Iran and historian), which will be published in the academic year 95-1394 due to the nature and limitations of the research community, regardless of the sampling and analysis of the entire population is located. Measuring devices, as well as inventory taking notes form content analysis was designed. Documents, data quality and data content analysis method using descriptive indicators have been examined in the process of Shannon entropy analysis. The major findings of this study indicate that: 1- Based on the conceptual framework of Islamic awakening in 3 dimensions and 48 factors related documents formulated. 2- A total of 2656 secondary school history textbooks references to the different dimensions of the Islamic awakening, concerned that the frequency and percentage Iran and world history books 1 and 2, respectively 357 modern Iranian history and the historian (4/13 %), 740 (27.9%), 1342 (5/50%), 217 (2.8%) . 3- Also in the aspect of study cognitive dimension with the information once 907/0 and 359/0 most important factor and performance with the load factor of about 789/0 and 312/0 important to have the least attention.

This study aimed at comparing Classical Test Theory and Nonparametric Item Response Theory with respect to the effect of testees’ characteristics on item characteristics and vice versa. The research method was of the applied, descriptive type. Library research served to exam the issue from a theoretical point of view and the descriptive method was employed to treat the issue from a theoretical perspective. In the practical study, the answer sheets of the candidates for the university entrance exam in the field of physics-math, and emprial science were studied for their performance on the math respectively. First, out of the candidates in the physics-math group, 3,000 were selected based on systematic sampling. Then several sample groups were selected, using the appropriate software and the size of the sample to respond to the research questions. Out of the candidates in the empirical science group, 1,000 were chosed for the purpose of this research. The two research questions in this study were treated theatrically, and in each question, the advantages of Nonparametric Item Response Theory over Classical Test Theory were examined. The research questions were also examined from a practical point of view. To analyze data, the statistical methods based on Classical Test Model – such as mean, item difficulty, item variance, biserial correlation (rb), and point-biserial correlation (rpb) – were applied. KR-20, frequency distribution, and test score plot were employed to analyze the total tests in this model. To analyze data according to Item Response Theory, statistical methods such as paired t-test, Pearson Cofficient Correlation and tests of significant were used. The result from the two methods of data analysis showed that the differences between the two groups of candidates affected the item indexes in CTT, but they did not affect the item index in NIRT. The results also showed that the ability parameter was affected by Item characteristics in CTT; however, in NIRT, item characteristics failed to measure the ability parameter of the testees and, like the item parameter, the ability parameter was invariant and non-skewed.