فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی
پیاپی 37 (بهار 1401)

The purpose of this study was to investigate the role of Quality of Educational Services on Academic Burnout Decrease of Higher Education Students by Research Capabilities Mediation.

Methodology of the research was quantitative, in terms descriptive-Correlation. The statistical population was postgraduate students at Razi University in the academic year of 2019-2020. Based on Kregci and Morgan table and using relative stratified random sampling method, 346 people were selected as the statistical sample. The sampling method was available method. To collect data, Quality of Educational Services Questionnaire of Parasouraman and et al (1985) (with reliability α = 0/97), Research Capabilities Questionnaire of Aryani and et al (1395) (with reliability α = 0/93) and Academic Burnout Decrease of Maslach (2002) (with reliability α = 0/74) was used. Validity of the tools was confirmed by the professors of education and psychology. Data were analyzed using two software’s Spss vs. 22 and lisrel. 8/50 and analyzed by structural equation modeling.

The results showed that the proposed model had suitable and the component of quality of educational services has a direct and indirect effect through the component of research capabilities on academic burnout decrease (P<0/05).

Improving the quality of educational services can be an effective step to help graduate part of universities to better meet student expectations, plan to improve their research skills and reduce academic burnout of students.

The aim of this study was to identify and weigh the themes and sub- themes of fair classroom assessment.

To achieve this aim, an interpretive phenomenology study was carried out. Semi-structured qualitative interviews were used to collect data. Using criterion sampling, after conducting 29 individual interviews, one group interview and one focus group interview with students who had at least two semesters of experience in the University of Tehran, inductive thematic saturation was obtained. Fuzzy analytical hierarchy process method was used to weigh these themes. Data for this stage were collected by a pairwise comparison questionnaire that included 53 comparisons from a sample of 9 experts in the field of assessment.   

Students' point of view analysis was performed using the Ricoeur method. Extraction of meaning units led to the identification of 20 sub-themes in 5 main themes of "educational fairness", "procedural fairness", "Nature of assessment", "Interactional fairness", and "fairness in paper and pencil test". The results of fuzzy analytical hierarchy process showed that among the 5 main themes, "educational fairness" with a weight of 0.318 was in the first place, followed by the themes of "procedural fairness", "nature of assessment", "interactional fairness", and "fairness in paper and pencil test" respectively. The final weights of the sub- themes were obtained by multiplying the weight of the main themes by the relative weight of the sub- themes; Accordingly, the sub- theme of "teaching quality" with a weight of 0.22 in the first place and the sub- themes of "informational fairness" and "professionalism in teaching" with weights of 0.11 and 0.09 were in the next positions, respectively.

Students' perception of fairness in assessment is a combination of the concepts of measurement theories and organizational justice, and the high weight of the theme of "educational fairness" among the all themes and sub- theme of "teaching quality" of this theme among all sub- themes obtained showed that Violation of educational fairness in the dimension of teaching quality will lead to an unfair perception of assessment. Conversely, if people feel that the teacher's teaching is of good quality and that the procedures used to assign the results are fair, even if it is not desirable for them, they will accept the results and understand them more fairly.

The current research has been done with the aim of identifying factors, criteria, indicators and judgment tools regarding Community Learning Centers.

The research is an interpretative type with a qualitative approach and phenomenological method. The field of research is the documents and studies conducted regarding the Community Learning Centers and the Literacy Movement Organization, as well as experts inside and outside of the Literacy Movement Organization and Community Learning Centers who were selected by the purposeful and snowball sampling methods. A semi-structured interview technique was used, in order to collect information. After interviewing 70 people, the information became saturated; but for more certainty, the interview continued with 4 more people. In order to analyze the obtained data and validate it, the Collaizi’s seven-step method was used.

The findings—based on CIPP evaluation model in four dimensions of context, input, process and output—are 4 factors (managers, specialists, trainers and learners), 28 criteria (5 criteria in the context section, 9 criteria in the input section, 8 criteria in the process section and 6 criteria in the output section) and 139 indicators.

Finally, from data analysis and extraction of factors, criteria, indicators were obtained based on the Rubik's matrix that shows the evaluation aspects of Community Learning Centers according to the CIPP model.

The purpose of this study is to enumerate a set of factors that affect students' participation in scientific olympiads. Turning to the above goal, the theoretical framework of the problem was explored at the micro and messo levels and their interaction with each other was examined.

In this research, survey method and questionnaire were used. The statistical technique used in this method was diagnostic analysis. In order to calculate the validity of the questionnaire tool, face validity was used and to calculate its reliability, Cronbach's alpha was used. The sample selection method was purposeful and in order to compare between the two sets of cases (participants and non-participants) the homogeneity statistical population was selected and 384 samples were studied based on the scientific method of sampling.

This study, which sought to obtain a function to determine the importance of each independent variable in distinguishing groups from each other, was able to identify significant differences between the two groups and, based on the distinction made in the independent variables, predict that Participants in the Olympiad are different from non-participants in independent variables.The results showed that the variables of school educational quality, parents' economic and social status, school olympiad atmosphere, student evaluation system, his ability and ability as well as parents' encouragement were able to predict students' membership in two groups of participants / non-participants

According to the obtained results, it can be said that the experimental findings are a kind of indicative of the theoretical framework of the research. In other words, several factors affect the participation / non-participation of students in this scientific competition at the micro and intermediate levels. Factors that start with the quality of the actors and include school and family support at the institutional level

Battery Test is usually used for decision-making in education and Admission decisions. There are several methods to construct composite scores so each method makes a different effect on the admission decision. However, which decision makes fewer errors?

present research has been conducted to rank different methods of composite score construction based on their CSEM. 10,000 random sample Data from participants of the Iran university entrance exam were used to rank six composite score construction methods. The participants' raw score arises from summing up correct responses. Normalizing and Arcsine transformation methods were used to Construct scale scores, also we used nominal, effective and Shannon weighting schemes to combine subtest scale scores. In order to rank composite score construction methods, a new approach was employed based on the MADM decision-making approach

The results revealed that the methods that use Arcsine to construct scale scores and nominal or Shannon weighting schemes to combine subtest scale scores have taken the higher ranks, and less error will occur at admission decision.

Using the Arc Sine scale score, due to less error and easier conversion, can help the interpretation and accuracy of composite test scores, while different weighting methods do not affect the accuracy of scores and in accordance with the test conditions or test builders' decision can be used.

Designing the evaluation model for the fields of holding the national exam           

Based on the purpose of the research, it was applied and based on the data collection process and the required information, it was a descriptive survey. The research population of all the areas of holding the national exam in 2016 was 478 areas, which was classified by random sampling method with appropriate allocation from each province, a suitable sample was tried from the sub-areas of each province, including education, universities and institutions. Choose higher education. A researcher-made questionnaire was used to collect data. Its reliability was confirmed through Cronbach's alpha of 0.84, and its validity was confirmed based on experts' review. Based on this, the data from each of the sub-communities, including those involved in the organization of the national exam in 2016, consisting of full-time representatives (157 people), those in charge of protecting the exam (61 people) (and their assistants 8 people), totaled 226 people. Was collected. Descriptive and inferential statistical methods have been used to analyze the data according to the topic.

Based on the review of national knowledge and experiences, the components of the comprehensive evaluation of the test implementation areas were first calculated. Then, the status of the factors from the perspective of the research sub-communities was investigated and their importance and priority were determined. Finally, the evaluation framework of the holding areas has been drawn and presented.

Finally, all the scattered activities that are carried out to evaluate the implementation and implementation areas are coherent and its output is in the form of a work report for the basis of valuation and validation of the implementation areas and the basis for planning and area-building in the next year and It will be placed in the field of choosing areas.