فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی
پیاپی 38 (تابستان 1401)

In this study, we tried to analyze of the role of various factors in creating and reproducing educational inequality and opportunities to access higher education and provide a basis for reviewing the policies and plans of the education system.

According to the objectives, this research is applied and considering research questions has been done by descriptive-analytical method. Library resource and documentary methods were used to identify the contexts and factors of creating and reproducing educational inequality. To add the richness of analytical findings, we used the National Organization of Educational Testing’ data and analyze them with comparing means and Mann–Whitney U tests.

The findings show that the demand for higher education is increasing in the world. In developed countries it is a function of the demand for educated labor but in Iran, the expansion of higher education is demand-oriented and is not based on economic and social needs.

Policy-making to address inequality should be based on removing barriers in the local community. Ensuring the social inclusion of all groups, reducing the gap between educational institutions and disciplines, improving the quality of all educational institutions to an acceptable level and equal access for all are among these items. Higher education can lead to income redistribution when the benefits of a job related to college education are not limited to family and social benefits. At the same time, it is very important to consider the role of individual variables in reforming the developed policies and redistributing the facilities, both in the privileged and non-privileged areas.

The students’ Indigenous selection policy was approved and announced in 1990. There have been criticisms of the plan since then. Despite these criticisms, some continue to insist on the positive consequences of this plan. This article seeks to critique the rough construction assumptions that led to the approval of this policy.
To show the problems of this policy, the library study method (desk study) has been used. For this purpose, all studies that were directly or indirectly related to this policy were critically reviewed and analyzed. Also, some of these critiques were analyzed based on different theories.
The findings show that this program was carried out without a thorough and in-depth expert work, and its fundamental arguments were in many cases nothing more than fallacies. It has open issues and covers the managerial weaknesses of the responsible organizations in the issues mentioned in it.
With attention to theoretical and analytical arguments and the researches which have done in this subject, researches and arguments of the proponents have been challenged and suggestions and solutions have been presented in some fields. The general argument is that this program should have been run as a pilot, and after

This study aims to investigate the quality of medical and dental residency programs entrance examinations based on questions' psychometric properties and item-response theory.

The research method is descriptive-analytical. The analyzed data includes all the participants' answers in the 2021 assistantship exam, which has been analyzed based on the item-response theory.

Results show that dental and medical assistant exams are not satisfying regarding psychometric properties, but designers need to be more careful in formulating questions.

To increase the quality of residency entrance examination and observe the taxonomy of questions, designers must consider the parameter of diagnosis and difficulty of the question and the quality of deviant options, matching questions with each other and the subject of the relevant lesson increased.

The problem of the present study was to examine the policies and rules set for the national entrance exam to universities in order to detecting the problems, consequences and the existing gaps. 

For this purpose, by reviewing and analyzing the laws and regulations imposed during the last four decades by the method of qualitative content analysis, the policies and regulations governing them (in terms of problem-solving and solutions) were extracted.

Based on the findings, justice in access to higher education, development of higher education, diversity of training courses, reduction of gender restrictions (increasing women's participation), reform of input assessment methods, localized admission and Structurall reform and improvement, it was extracted as seven main policies. Policies evaluation from a problem-solving perspective shows that part of the policy is positive in line with global developments in higher education in order to provide opportunities for the expansion of higher education, women's participation and increase equality and justice in access to higher education.

However, the lack of a country planning landscape and the neglect of the expansion and diversity of higher education without a clear criteria can be considered as the main factors in reducing the quality and boosting the demand for higher education. Also, the policy of changing assessment methods (with the aim of improvement), due to the lack of deep understanding of the problem and scientific support and disregard for the necessary infrastructure, not only did not improve the entrance exams but also the negative consequences of reducing the quality of general education. Inflation has been followed by grades and averages in high school. Lack of any policy in the field of demand management, poor coordination between various policy makers and decision makers and lack of evaluation of the consequences of policies and laws can be considered as the most important weaknesses of policy in The higher education entrance system.

The aim of this study is tracking and monitoring of scientific assessment to control the quality of the educational system based on diversity of assessment methods in the centers and units of Payame Noor in Isfahan province.

The scientific assessment was performed using students' passing scores in 41 centers of PayameNoor of Isfahan province. To track and monitor of scientific assessment of Payame Noor in Isfahan province from monitoring and tracking models were used such as simple cumulative error ratio or Brown ratio, smoothed error ratios, Trigg ratios, exponential smoothed signals, smoothed error ratios, ratios cumulative errors, automatic HI/LO educational tracking schemes, and adaptive response rates with exponential smoothing. Monitoring signals, temporal frequency, intensity, and variability were predicted based on data, patterns, and methods. The degree of diversity of fields of study was decreased the rate of tracking and monitoring to assess the educational assessment in Payame Noor.

The results show that the vulnerability in the process of academic achievement based on a variety of assessment and educational methods has been different in the centers and units of Payame Noor of Isfahan province. The maximum vulnerability in the Pirbakran, Noshabad, Isfahan, Semirom, and Baharestan centers and the minimum vulnerability in the Shahreza, Zarrin Shahr, Shahin Shahr, Ardestan, Najafabad, and Golpayegan were observed.

Based on the results of this study, predicting the vulnerability of academic achievement with different assessment methods, the use of the tracking and monitoring methods to assess the quality of education is necessary.

Gaining accurate knowledge of the level and trend of the relative share of the population aged 17-27 years old in the last 15 years old (2006-2021) and predicting the future image of social demand for higher education in this age group until 1415 based on different scenarios.

To estimate the future demand for higher education, the participation rate was estimated with Dator's Four Generic Scenario Archetypes methods.

The results showed that the participation rate increased with a very gentle slope in the stability scenario. The increase in the demand for entrance exams in this scenario is more affected by the increase in the exposed population. In the fluctuation scenario, the assumptions of the decline scenario are less intense, leading to a decrease in the participation rate around 2030, but with proper policy-making and change in the employment situation and the industry's structure over time from 2031, the participation rate increases slightly.

The demand for higher education will vary from about one million people in the worst case to about 2.4 million people in ideal economic and social conditions for 2036.