فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی
پیاپی 2 (تابستان 1391)

One of the most crucial/significant roles of heads of departments in universities is managing the teaching-learning process. Literature review shows that for better administration of teaching-learning process/ Higher education institutes need to be led rather than be managed. The current study was designed to recognize the role that a head department plays in their functional sphere and liability expectations, and was conducted in universities between 2008 and 2009. Based on Dim mock and Walker Model on educational leadership, a questionnaire was made and distributed among all 115 heads of departments in Ferdowsi University of Mashhad (FUM) and Mashhad University of Medical Science (MUMS). Overall, 76 questionnaires were fully collected. Findings showed that the respondents perceived their role with a tendency toward managerial functions and have an emphasis on the managerial functions rather than leadership qualities. These findings reconfirmed the previous evidences which claim that people perform the role as they perceive them.

Descriptive Evaluation pattern is conducted by using different devices like formative evaluation, performance tests, portfolio, observations record, self- evaluation, peer – assessment and paper–pencil tests. This pattern has been applied since 1382-83 academic year as experimentally in a few classes of Piranshahr city. This study was intended to investigate the descriptive evaluation effect on academic achievement and attitude towards school among 4th graders in Piranshahr. The statistical population Consisted of all male and female students of 4th grade in Piranshahr that estimated 132 individuals by multistage sampling. The method is Quasi? Experimental that 44 persons were in experiment group and 88 persons were considered as control group. Data collection devices were author- made study achievement test, by three micro–scales of mathematics, science and reading and writing tests and also the Quality of School Life Questionnaire. In order to do data analysis MANOVA was used. The results showed that students’ achievement of descriptive plan was higher than conventional one. There was a significant difference in students’ attitudes towards school in which the descriptive Evaluation group was positive than the other students.

Tests should be fair for all individuals of any gender, race, age, and socioeconomic status. Accordingly, the assessment of item bias and differential item function (DIF) are very important. In this study, the gender differential item function has been studied using Mantel - Haenszel and item response theory (IRT). First, the theoretical framework and evaluation methods of DIF are introduced. Then in order to offer a practical application of the method, responses of a stratified random sample of 4000 subjects Consisting of 2200 males and 1800 females to 55 items of Mathematics test of National University Entrance Exam has been analyzed. The results Reveals the presence of gender DIF on the test items. In assessing DIF using Mantel – Haenszel Methods, 23 items had significant Mantel - Haesnzel index. Based on IRT 9 items had gender DIF, which all of them were in favor of females. The content investigation of the items with gender DIF indicated that most items with DIF in favor of females are in content domain of functions and equations while items with DIF in favor of males are in field of trigonometry, geometry and probability.

The main purpose of this study is to compare the results of paper and online evaluations of students based on the teaching results of professors. The Statistical population current research all of the Shahid Beheshti University professors in academic semester, 89-90 and 90-91 were that in a single lesson by Paper and online methods evaluated by students. To perform the study, from method some or all of the entire sample is used. The tool used in this study was Student evaluation forms of the teachers. To investigate the differences among the results of two evaluation methods, firstly d score was analyzed and thus the difference of the groups was analyzed by t test and ANOVA.The findings of the study indicate that the online evaluation scores (M =18.61) was higher than the evaluation scores paper (M =18.21). Findings also showed that the scores of paper and online in the faculties of Electrical and Computer Engineering, Physical Sciences, Mathematical Sciences and Research Institute of engineering and new technologies, environmental sciences and pharmaceutical raw materials and plants did not find a significant relationship but among other colleges and research was significant relationship in two ways. ANOVA results also indicate that among faculties in terms of paper and online evaluation there is a significant difference

The purpose of the present study is to explore and prioritize the challenges of newly-employed faculty members so as to find real solutions to guide authorities and academic planners. In terms of methodology, this research has been carried out using descriptive-survey method. A preliminary questionnaire was designed and its validity was verified through the verdict of a panel of experts. The Cronbach alpha coefficient was 81/67% for reliability. Results suggest that the problems of newly-employed faculty members can be categorized in six groups of education, research, official regulations, workplace and life and facility services.

The purpose of this paper is to rank agricultural majors of Yasouj University based on the triple knowledge criteria. Survey research method with a pre-structured questionnaire was used in this study. Research sample consisted of a 136 B. S. agricultural graduates of Yasouj University that were selected using random sampling table. Descriptive statistics showed an average score for coping knowledge among respondents. Furthermore, TOPSIS technique was used to rank majors based on some criteria and also Entropy technique was used to weigh the supposed criteria. The results of rankings showed that animal science graduates allocated the first in coping knowledge, while plant protection graduates allocated the first in practical knowledge. Finally, it is recommended that fostering the coping knowledge should receive more attention in higher agricultural education curriculum.