نشریه آموزش و ارزشیابی
پیاپی 60 (زمستان 1401)

The purpose of the present study was to compare the teaching status of teachers in primary, middle and high school in the Kalibar city based on the Assure model. The research method was a descriptive survey. The statistical population consisted of all teachers in all three courses (primary, middle and high school) in the city of Kalibar with 575 people, which were selected as a sample using the Krejcie & Morgan table. The tool used, was the questionnaire that had 29 questions. Specialists were used to determine the face and content validity, and to determine the reliability of the questionnaire, Cronbach's alpha coefficient was used, with the total reliability of the questionnaire equivalent to 0.913. descriptive statistics (mean, standard deviation, etc.) and Kruskal-Walli's test were used for data analysis. The results showed that there is no significant difference between the teaching-learning status of teachers in all three courses in the Kalibar in the dimension of learners' analysis and the use of media and tools; But there is a difference in the statement of goals, selection of methods, media and tools, participation of learners, and evaluation and feedback. Finally, it can be said that the Assure model components have been somewhat considered in different courses, but in some of the components of this model there was a significant difference between the average, and in most of the components, elementary teachers were better

The purpose of this research was modeling the structural relationships of cognitive abilities with academic achievement through mediation of the role of perceived competence in high school students. The method was descriptive, correlational type based on the structural equations. The statistical population consisted all 1361 male state school students of junior high, ninth grade of Babol in the academic year of 400-401. To choose the sample size based on the number of observed variables and allocating a coefficient of 15 to each observed variable (16 in the model), and taking the possibility of incomplete questionnaires into account, 250 people were taken as the sample size by two-step-clustering method. In order to collect the data, the educational achievement questionnaires by Pham and Taylor, cognitive abilities by Nejati, perceived competence by Harter, were used. The construct validity of the instruments was confirmed and their reliability was calculated using Cronbach's alpha coefficient test and composite reliability, which was statistically confirmed. In order to analyze the data, structural regression equations were used in SPSS-25 and AMOS-23 software. The findings showed that there is a relationship between cognitive abilities and academic progress in junior high school students. Also, cognitive abilities have a significant effect on academic achievement through the mediation of perceived competence in junior high school students. Generally, cognitive abilities can predict .46 of academic progress through the mediation of perceived competence in high school students

The rapid progress and changes in technology, the increasing use of smart devices, multimedia and Internet, and on the other hand, the epidemic of Covid-19, have directed educational systems towards virtual education and hybrid models such as flipped learning. The current research was conducted with the aim of identifying and classifying the challenges of flipped learning implementation. This study is a qualitative research with inductive content analysis approach; and its statistical population includes two groups. The first group includes a collection of articles that were related to the purpose of the research. At this stage, articles were searched from scientific journals and reliable databases such as: Noormags, Magiran and SID in Persian language between 1393-1401; and search in foreign databases such as Scopus, ProQuest, Wiley, ERIC, and Google Scholar in English between 2013-2022. The keywords were: "flipped learning", "flipped instruction", "flipped classroom", "challenges", "barriers". After the initial search of the mentioned databases, a total of 1113 sources with the indicated keywords were obtained. After applying the inclusion and exclusion criteria, a total of 100 scientific research articles were purposefully selected for analysis. In addition to the systematic review of the articles, in order to identify more and more precisely the challenges and ensure the findings from the articles, the second group of the statistical community, that includes professors and educational experts, in the fields of educational technology , educational management, lesson planning, educational psychology and teachers who implemented the flipped learning model were referred; Among them, 15 people were selected purposefully; And they were interviewed online. The results show that the implementation challenges of flipped learning can be identified in 8 categories. Challenges related to: the learner, teacher and school, content, instruction, family, managerial and operational, ethical and security and technical and technological

The aim of this study was comparison of social skills and test anxiety in gifted, pseudo-gifted and normal adolescents. The research design was descriptive and causal-comparative. The sample consisted of 147 students (50 gifted, 47 pseudo-gifted and 50 ordinary) who were selected from the gifted and ordinary high school students of Isfahan province using the convenient sampling method and according to the inclusion criteria. Raven IQ test was used to distinguish between gifted and pseudo-gifted students. Participants answered online Social Skills Rating System (SSRS-SS) and the FRIEDBEN Test Anxiety Scale. Data were analyzed using MANOVA and LSD post hoc test. The results of multivariate tests showed a general and significant difference between the mean of social skills and test anxiety between the three groups. The between-subject effects test showed that the effects of self-control and cooperation (social skills), and cognitive obstruction (test anxiety) were significant. The results of LSD showed that the mean of self-control of gifted students is significantly higher than other groups. The mean of cooperation of pseudo- gifted students is significantly lower than other groups. The results of this study show the need to separate pseudo-gifted students from gifted students in gifted schools in Iran.

The purpose of this research was to investigate the relationship between students' academic progress scores and their evaluation of the university professors' teaching. The longitudinal design of this research is a panel study in which the necessary measurements are made over time and at specific intervals. The students studying in the three semesters were the statistical population of this research. The sample size was determined by GPower software and based on the type of statistical tests required. After screening more than one hundred thousand pairs of "student grade-teacher evaluation", the final analysis was performed on the data of 1970 students who had studied with a certain professor in three consecutive semesters. The tool for collecting the evaluation data of the professors was the official survey form of the institution in the intended semesters. The analysis showed that with the increase of the student’s final grade, his/her evaluation grade from the professor in the next semester increases significantly. Supplementary analysis showed that the effect of this initial score remains stable until two semesters late. It can be said that with a one-unit increase in students’ final grade, after two semesters, a significant increase between 1 and 4% in their evaluation grade from professors can be seen. The regression coefficients of the relationship between the grade point average of the whole class and the teaching evaluation of professors were also significant in the case of two consecutive semesters. Finally, the analyzes on the grades of the specialized and main courses of the students showed that compared to the past semesters, there is a grade inflation in the groups of humanities, literature, architecture and art. Based on this evidence, it is suggested that the phenomenon of grade inflation be considered from the point of view of its possible connection and interrelation with the way student evaluations are used in the employment and academic decisions of faculty members.

The present study was conducted with the aim of investigating the effect of brainstorming teaching method on reducing reading learning disorder in elementary school students of Hamadan city. The present study was a cross-sectional study in terms of practical purpose, a cross-sectional study in terms of time, a quantitative data type, and a semi-experimental one in terms of research method, with a pre-test-post-test design with a control group. The statistical population of the study consisted of all the students with learning disabilities of the reading type, in the primary level, who had referred to the learning disabilities center in Hamedan city in the academic year of 2001-2001. From the aforementioned statistical population, 30 people were selected by available sampling method and were randomly divided into two experimental and control groups, then the experimental group underwent 8 training sessions (two sessions in one week) for 45 minutes. brainstorming training, but the intervention was not implemented for the control group. Then, both groups were given a post-test using the mentioned questionnaire. The research tools include the brainstorming program based on Le Francois (1991) brainstorming protocol and Shirazi and Nilipour's reading disorder test (2013), in order to analyze the data and examine research hypotheses from multivariate and univariate covariance analysis. used. The results showed that the effects of brainstorming teaching on reading comprehension are significant and the effects of brainstorming teaching do not affect reading speed and reading accuracy. The brainstorming teaching method could not create a significant difference between the experimental and control groups in the components of reading speed and correctness of the material.

In the last decades, number sense has received a lot of attention in math education as it is necessary to acquire more advanced math skills. Knowing how to measure and evaluate number sense is important because it plays a crucial role in teaching mathematics at schools, particularly in pre-school and elementary grades. The present study was written to introduce the tests used by researchers and identify their strengths and weaknesses with a critical review methodology. Searching related documents in” Scopus”, “Web of Science” “Scientific Information Database” and “Noormags” from 2012 to 2022, 75 documents were retrieved with the key word ‘number sense’. Twenty-two of these documents were chosen based on their relevance to assessing the number sense of preschool and elementary school students. The exclusion criteria included review articles, articles related to the age group above 12 years of age as well as the age group below 5 years of age, and articles analyzing the content of textbooks. By examining the tests used in the selected studies, 6 tests were identified and analyzed using the determined indicators. The results showed that all the number sense tests dealt with the components of counting components, number recognition, number comparison, and operations on numbers. Based on the findings some suggestions were made for designing a native test to measure number sense.

Critical thinking, as one of the types of human thinking, is necessary for people at higher education levels. Past studies have reported the extent of critical thinking of students of different university levels low. This research aimed to compare the critical thinking of Ph.D. students in different fields. The research method was causal-comparative. The statistical population was 1210 Ph.D. students in different fields at Tabriz Islamic Azad University. The sample size was estimated 212 people by Cochran's method. The sampling method was multi-stage cluster sampling. Data were collected through form B of the California Critical Thinking Skills Test and were analyzed using t-mean comparison and analysis of variance tests. Based on the findings, the mean score of critical thinking of Ph.D. students in the Tabriz branch is 18.81± 5.36. The critical thinking score was highest in the humanities faculty, 19.81±5.54, and it was lowest in the technical-engineering faculty, 17.04±5.19. The mean score of critical thinking in the Agriculture Faculty was lower than the Humanities faculty and higher than the Technical Faculty, 18.25±5.36. There was no significant difference between students of different fields in critical thinking, inference, and induction. However, there was a significant difference in analysis, evaluation, and induction components. Although younger students had more powerful analyses power and older students had more powerful inference power, there were no significant differences between the age groups of students in critical thinking. There were significant differences between men’s and women’s critical thinking, analysis, evaluation, and deduction skills. Women’s critical thinking, analysis, evaluation, and deduction skills were better than men’s. It is better to organize workshops on critical thinking skills for students (with priority for technical-engineering faculty) and ways to strengthen it for university professors.