فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی
پیاپی 33 (بهار 1400)

Due to the lack of electronic scale for screening elementary students based on Iranian culture, this study provides a short online version of the mental health scale-teacher report to increase accuracy and speed of screening and reduce costs of it.

The sample of the study was 22845 students (11545 female, 11300 male) of all provinces of Iran, who filled the long version of the Children's Psychological Health Scale (Akbari Zardkhaneh et al., 2018), including eighty items and eight subscales.

Item analysis with eight criteria showed that almost all items have good features. Factor analysis suggested that an eight-component model with forty items could be considered as a final structure for the short version. Examination of the measurement invariance between the gender groups indicated a suitable fitness that showed this scale assesses the same construct in both gender groups. Internal consistency was sufficiently good and Cronbach's alpha coefficients for the whole scale was 0.97 and for subscales ranged between 0.75-0.93 and 0.80- 0.93, for female and male group respectively. Composite reliability coefficients ranged between 0.70 and 0.93 for girls and between 0.74 and 0.93 for boys. Measurement errors of the scale and subscales showed a suitable range. Standard path coefficients showed a suitable convergent validity of scale. Divergent validity of scale evaluated by average variance extracted and by HTMT method showed the necessary internal consistency and the construct validity within the scale.

This scale is eligible enough to screen primary school students in Iran; however, further evidence is needed.

The present study aimed to compare the dimensionality assessment methods using National Entrance Exam data and determine the number of dimensions in the exam’s data.

The data from mathematics (mathematics group), chemistry (experimental sciences group) and Philosophy-logic (humanities group) sub-tests of the National Entrance Exam in 2016 AD (1395 solar) were used for analysis.

Analysis based on 11 methods resulted in 34 related indices and graphical methods, such as hierarchical cluster analysis, exploratory graph analysis and heat map revealed that different methods, depending on their nature, resulted in general factors, specific factors, and a cluster of items. Results showed that the required uni-dimensionality did not exist in most cases, and the structure of the specialized national exam in 2016 was bi-factorial. The only difference was that the resulting bi-factor structure did not match the specifications of the previous bi-factor model (i.e., a general factor and several specific factors unrelated to each other and the general factor, so that each item is merely related to one specific factor in addition to the general factor). In other words, besides correlating with the general factor, each item is related to more than one specific factor whose result was a complex or a relatively complex structure. Factor analysis of the total data and nonlinear factor analysis revealed that a gradual increase in lower asymptote reduced the number of dimensions.

It is recommended to apply a combination of methods to find the dimensions of the National Entrance Exam. In addition, the extent of general factor saturation, reflected in item correlations, considering lower asymptote, the way of dealing with omitted responses in analysis, and comparing results of all data with complete data (data without missing values) can be useful for dimensionality assessment. Furthermore, researchers should consider checking the fit of the models extracted from different explanatory methods by confirmatory factor analysis and the interpretation of the extracted model.

The purpose of this paper is investigating the effectiveness of the two current Bachelor Architecture’s Curricula (presented by the University of Tehran and Ferdowsi University of Mashhad) based on the views of graduates. ​The main question examines the degree of satisfaction of graduates with the quantity and quality of three main areas of courses including "design", "history and theoretical foundations" and "building technology".

To achieve the purpose of the research, a qualitative approach and a questionnaire and semi-structured interview methods were used. The statistical population of the study consist of 76 graduates in architecture, from 18 universities in the country, 1999 to 2014.

According to the results, in terms of quantity, the fields of "design" and "construction technology" have the highest (with a high score of 27.8%) and the lowest (with a high score of 24.04%) scores, respectively, and the "history and theoretical foundations" field is in the middle, having a high score of 24.75%. In terms of quality, the "design" field with a score of 32.65%, has the highest degree of desirability, and the fields of "construction technology" and "history and theoretical foundations" with scores of 18.42 and 15.95%, respectively, are the next. Therefore, the highest score of quantity and quality together, is gained by the courses in the field of "design", and the score of the other two fields is almost similar to each other.

The results showed that there are the highest and lowest levels of satisfaction in the area of "architectural design" and "building technology", respectively. Based on the revelation of the Null curriculum as the missed subjects in the courses “Application of Computer in Architectural Design", "Cartography" and "Building Cost Estimation", their removal from the curriculum of Ferdowsi University of Mashhad is open to question. But it seems that the transfer of the "Historic Conservation" course from the main courses to the optional one in this curriculum was a right decision. ​This study reveals that regardless of which curricula is implemented, it is necessary to change the approach in architectural education and integrate the teaching of the three mentioned areas to improve the quality

The authors of this study seek to make a comparative assessment of macro-higher education policies in six countries.

This qualitative research has been done using George Brady’s comparative study method. Based on this, six countries (the Netherlands, France, Malaysia, Singapore, South Africa, and Saudi Arabia) were chosen through a judicative method by Pundits according to the long-term study plan of forty countries at this stage. Taking notes from international documents, reports, articles, and all available documents was the means of gathering data for this research. The stages of this research are divided into four sections: description, interpretation, juxtaposition, and comparison.

policies in the Netherlands is the intertwining of quality assurance policies with internationalization. In France, emphasis is placed on policies to attract international students, especially from developing countries. In Singapore, the establishment of a world-class university is emphasized. In Malaysia, innovation in the financial system of universities is becoming a hub for regional higher education. In South Africa, equality, accessibility, and justice are highlighted, and in Saudi Arabia, corporate governance of higher education is focused on. The common points of macro-policies focused more on participatory governance, increasing university independence, university financial development, and performance-based allocation, adapting the higher education system to the labor market, and increasing academic research funding.

In examining the macro-policies of the target countries, an intelligent combination of attention to national needs and in line with global trends was observed. In the last two years, due to the Covid-19 crisis turns towards digitalization of e-learning education, as well as the importance of providing financial resources and special financial aid to students are prominent. This flexibility, intelligence, and acceptance of change must also be at the forefront of Iran's higher education policy-making system.

The current study was carried out to validate the indexes for measuring the perception of job inequality among teachers.

The present study is a basic research with a quantitative approach. For the identified validity, all teachers working in education in District 2 of Sanandaj city in the academic year of 1996-97 with a population of 2000 people were selected as the statistical population. Then, by analyzing the content of the theoretical foundations and research background and the experts’ views, the indexes and indicators of teachers' perceptions of job inequality after exploratory factor analysis, validation and elimination of weaker items (CVR) were identified. Participants in the study were selected using a Morgan table consisting of 338 teachers using a simple random method and responded to the research tool. The reliability of the questions was 0.84 with Cronbach’s alpha test for all components. Data value test was performed by exploratory and confirmatory factor analysis

The results showed that the indexes of perception of job inequality among teachers are the status of salaries and job benefits with 8 items, job promotion status with 9 items, gender-age-physical limitations with 11 items, and finally organizational accountability and role with 13 items.

These results show that the components approved in this study can be used to measure the perception of job inequality

The main purpose of this study is to analyze the curriculum review process in the Iranian university system. By reviewing background and analyzing current situation, the current situation of the curriculum review is drawn. To provide a framework for reforming and coherence of the curriculum review process in order to continuously improve practice.

The research method used in this research is a qualitative method with the method of documentary study. The researcher has tried to find an acceptable answer to his research problem by collecting and analyzing documents related to the research topic. While describing the current situation of curriculum review and analysis of national experiences, a view of them is depicted. The statistical population of the study includes existing documents and review process in universities with experience in this field (Isfahan, Amirkabir University of Technology, Shahid Beheshti University, Ferdowsi University of Mashhad, Science and Technology, Al-Zahra, Kharazmi, Semnan, Gilan, Basic Sciences and Health, Isfahan Medical) has been based on the studied documents. In order to collect information and data, cover all universities with knowledge, and experience in this field, data and information obtained from official and reputable library resources and Internet sites have been used.

In this study, by reviewing the process of changes and developments of the curriculum with regard to reviewing and reviewing the structure and review process in experienced universities, review components in four sections of criteria and indicators, objectives, level and composition and review process are extracted and reviewed. , Interpreted and analyzed.

poor quality of  higher education, the importance of editing curricula according to the review of courses and disciplines The need to review the regulations on the transfer of authority based on the existing conditions is one of the are results that have been obtained in the research