فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی
پیاپی 39 (پاییز 1401)

Aptitude search, especially Scholastic Aptitude (SA), has always been a serious challenge for parents, counselors, teachers and even students themselves. Due to the wider and more specialized jobs and the creation of new knowledge, the need to identify specialized aptitudes for greater academic and professional success increases? For this reason, numerous studies have addressed the issue of searching and evaluating scholastic and professional aptitudes. However, despite the undeniable importance of this issue, there is still no review on it in Iran. In this paper a systematic review of the literature related to Scholastic Aptitude Search (SAS) in Iran from 1991 to 2021 was conducted and related studies were thoroughly reviewed and analyzed.

Using systematic review, keywords include aptitude search, SAS, aptitude search pathology, methods of SAS, SAS strengths and weaknesses, regardless of time constraints in Google Scholar, SID, Magiran, Noormags, Civilica and Irandoc databases were searched, of which 817 documents were retrieved and then 32 articles were selected for review and analysis using the PRISMA evaluation checklist. Data analysis was performed using Altheide method.

Less than 5% of aptitude search studies in Iran were SAS, and these studies do not provide a definition of SA or SAS. Most studies have equated scholastic aptitude with concepts such as intelligence (18%), desire, attitude, and interest (12%), superior talent (12%), creativity (6%), talent (5.5%), or academic achievement (5.5%), The instruments used to measure SA included a researcher-made questionnaire based on the Likert scale (28%), tests of academic achievement (10.5%), Gardner intelligence (10.5%), Holland inclination (10.5%), General talent tests (5%), use of course scores (5%), Woodcock-Johnson test (5%), or a combination of several psychological tests (10.5%). Studies in this field are aimed at investigating the effective factors (related factors) on SA (28%), designing a children's talent search center (22%), examining the psychometric properties and standardization of the talent search test (16%), development and standardization of tools for measuring SA (9%), SAS using fuzzy systems (9%), comparing academic aptitude of different groups (7%), or identifying important components and indicators in SA (9%), done.

There is a serious imbalance in the study of different types of talent, so that most studies have addressed the issue of sports talent and SA has been neglected. Among the challenges in the field of SAS in Iran are: the lack of a clear and unified definition of SA and SAS in specialized and academic texts, the use of intelligence and creativity tests instead of SA tests, assuming talent, Intelligence, creativity, desire, attitude and academic achievement with SA, lack of a specific trustee for aptitude search, lack of a legal authority to approve the tests used for SAS, lack of standardization of translated SA search tests, lack of centers Standard and in accordance with scientific principles, lack of local tests in the field of SA, lack of monitoring of the activities of talent centers by legal authorities, lack of attention of the official Iranian education system to the issue of SA, lack of a valid official test center and test standardization Psychological problems in the country, the lack of a clear, objective and legal protocol on the characteristics of an SAS and child aptitude search center. Therefore, considering the importance of SAS and the issue of identifying and cultivating scholastic and elite aptitudes, this issue demands more attention from the educational and training authorities of the country.

The aim of this study was to validate the designed model by the authors to measure professional skills in Iranian English teachers.

Adopting a descriptive-correlational research method, a researcher-made questionnaire based on the developed model was used to collecting data. The sample consisted of 300 teachers (184 females and 116 males) who were selected using the available sampling method and completed the questionnaire online. The validity of the questionnaire was assessed using content validity and confirmatory factor analysis. The reliability was assessed using Cronbach's alpha coefficient.

The findings confirmed that the developed model and the resulting questionnaire have acceptable reliability and validity

the model of professional skills can be used to assess the professional skills of teachers

The purpose of this study is to investigate the role of assessment based on collaborative learning activities on students' intellectual satisfaction and performance.

The mixed-method research was in the study with an explanatory design. In the quantitative part, the survey and quasi-experimental method, and in the qualitative, the case study was used. The statistical population in the survey was 124 students of educational sciences at Bu Ali Sina University in 2020-2021, of which 62 were selected as a sample by convenience sampling method that in the qualitative part, participants including 10 students were purposefully selected based on criteria sampling. A researcher-made questionnaire was used to collect data in a quantitative part and an interview strategy in a qualitative. The quantitative data analysis was analyzed using descriptive and inferential statistics, and the thematic method was to analyze qualitative data.

The findings of the quantitative section showed that the assessment based on collaborative learning activities affects students' academic satisfaction and performance. It was explained by themes such as Innovation in assessment method, pleasant feeling from emotional-cognitive interactions, enjoyable learning context, feeling of competence and sufficiency, feeling of peer value during the learning process, meaningful and high-level emotional learning, reduction of negative emotions, feeling of fair evaluation, feeling of satisfaction from genuine evaluation, consolidation of learning, the ability to transfer multiple learnings, synergistic learning through peers, acquiring multiple skills in media design and production, thinking in design, learning with a constructivist approach, forming dynamic learning communities.

Based on the findings of this study, it can conclude that assessment as learning leads to the learner becoming more active and increasing his academic performance and satisfaction during the learning process. Of course, it will happen if the approach of the instructional designer and teacher is the assessment as learning and collaborative learning-oriented is placed in the core of the instructional strategy and plays the role of agent, no disability. The other components of the teaching-learning process of collaboration must form based on it.

The problem of this research was to investigate the relationship between some indicators of higher education demand and employment indicators in the 1980s (1381-1390) with the aim of knowing the demand for higher education in Iran.

In terms of method, the research is considered to be of the secondary analysis type with the field of social analysis. For this purpose, data from the national university entrance exam and the population and housing census were used. It is the analysis unit of the province.

The findings of the research show that there is a direct relationship between the average demand index and the average unemployment in the provinces of the country. Also, the analysis of the growth trend showed that there is a direct relationship between the growth rate of unemployment and the growth rate of demand in the provinces of the country, and there is an inverse relationship between the growth rate of demand and the growth rate of economic participation. In this research, for the first time, an index called delayed demand (repetition of entrance exams) was investigated. The findings showed that there is an inverse relationship between late demand and employment indicators. This means that the higher the unemployment in the provinces, the higher the repetition of participation in the entrance exam (especially for women) and the higher the rate of economic participation, the lower the repetition of the entrance examination. The comparison of the findings shows that in the eighties, the ratio of female to male participants increased compared to previous years, which was partly due to the withdrawal of men.

The main goal of this research was to help to better understand the demand for higher education in Iran. The findings of the research show new dimensions of the demand for higher education and confirm that the national exam, beyond an educational exam, has broad and deep social and economic dimensions. The discussed issues remind us of the need to conduct more research in this regard. From the practical point of view, knowing this phenomenon as fully as possible is a necessary condition for the efficiency of any kindof policy, legislation and planning in this field.

The aim of this study was to identify the prerequisites, facilitators and barriers to academic engagement of students in Iranian agricultural higher education.

This research has a qualitative approach that was carried out by phenomenological method. Participants in this study included 16 university administrators and faculty members and 22 third and fourth undergraduate students from the Campus of Agriculture and Natural Resources at the University of Tehran, Gorgan University of Agricultural Sciences and Natural Resources, Khuzestan University of Agricultural Sciences and Natural Resources and the College of Agriculture and Natural Resources of Gonbad Kavous University which have been selected based on purposive sampling with maximum diversity. The data collection tool was a semi-structured in-depth interview and the data analysis was performed based on Colaizzi’s seven-step method.

By analyzing the interview notes, 182 conceptual propositions were identified. Findings include six main themes related to the prerequisites for student engagement, including student-centered policy-making equipments, efficient supervision and management, personal characteristics, active citizenship, and culture- promotion; Six main themes related to facilitators including financial system, dynamic executive system, cognitive factors, evaluation system, information system and communication; And five main themes related to barriers, including individual, structural / educational, cultural, social, and economic barriers, were categorized.

According to the results the model based on prerequisites, facilitators and barriers for student engagement in the university can pave the way for university planners to take the right, fast, systematic and also without haste steps to in order to provide prerequisites, increase of facilitators and remove existing obstacles.

Based on the purpose, the present study is an applied research and in terms of data collection method is a descriptive-analytical research. The approach of the present study is a mix method and both quantitative and qualitative methods have been used. The statistical population in the quantitative research consisted of heads of departments and faculty members, students, graduates and library managers; and the statistical population in the qualitative research included experts and faculty members. Appropriate sample size of the statistical population of the quantitative research: 36 managers of educational departments, 97 faculty members of departments, 130 students, 6 library managers by stratified random sampling; 120 members of the graduate community were available by sampling method and in the qualitative research 66 faculty members were experts and specialists by non-random snowball sampling method. The research tools were researcher-made questionnaire, interview and checklist. The face validity and content validity of the research instrument was estimated by experts and the reliability of the questionnaires was estimated by Cronbach's alpha coefficient of 97%. The reliability of the interview questions was obtained by the agreement coefficient of the interviewees. In the quantitative research, inferential descriptive statistics and structural equations were used, and in the qualitative research, data coding was used. The results showed that internal evaluation in 3 main stages and 13 steps including 8 factors and 42 criteria and 214 indicators and external evaluation in 8 stages can be counted.