فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی
پیاپی 43 (پاییز 1402)

One of the features of the anchor test, which can affect the equating process, is its correlation with the total test. This systematic review addressed the effects of this feature on the equating process and the factors affecting it.

To this end, the terms equating, anchor, correlation, and a combination of them were searched on PubMed, Medline, ERIC, JSTOR, and Wiley databases, SAGE, ETS, and ACADEMIA websites, and references of some important articles. The search was restricted to English sources from 1950 to 2022.

Based on the inclusion criteria, 18 out of the 167 extracted documents were selected for further analysis. The quality of documents was measured using the Quality Assessment Tool for Studies with Diverse Designs (QATSDD). The results showed that the test length, test reliability, statistical characteristics of the anchor, the content structure of the anchor test, and differences in the ability of examinee groups were the most important factors affecting the correlation between the anchor test and the total test. The results also demonstrated that the increased correlation between these two tests improved the quality and accuracy of parameter estimation in the equating process and reduced the standard error of equating.

Considering the importance of the correlation between the anchor test and the total test, it is necessary to carefully examine and analyze the value of this correlation and the factors affecting it in the test development process before equating related analysis to minimize errors and biased results.

A growing concern in unfairness of educational assessments is the possible presence of differential item functioning. Differential item functioning or bias will undermine the validity of the assessment. In this study, identification of differential item functioning in PIRLS 2016 test among Iranian students has been considered via the Rasch-Tree model.

The data used in this research are from PIRLS 2016 exam results that was also held in Iran. A total of 4385 fourth grade Iranian students were involved consisting of 2143 girls and 2242 boys with the average age of 10.14. The analysis performed by the authors on this dataset was written in R programming language.

The results indicate that out of 181 questions, based on raschtree model, one dichotomous question shows uniform differential item functioning. Moreover, among polytomous questions, block 16 shows differential item functioning. 

It appears even though there is differential item functioning in the PIRLS 2016 test for Iranian students, the impact is negligible. Ideally, however, we would want to remove the questions with differential item functioning before conducting any analysis. Using test results requires care and discretion.

The first goal of the present study was to test the hypothesis that the academic progress of failed students does not reach the desired level even after retaking the course. The second goal was to test the hypothesis that 10 as a minimum grade has a positive effect on students’ academic progress compared to grades close to it.

The data of more than 190 thousand of grades from eight semesters was extracted from the university’s learning management system. By applying the conditions of panel study and removing missing and outliers, 4522 pairs of grades of students who failed a course formed the statistical sample of the research. After applying the mixed effects model, the students’ learning rate in the second round of taking the course and the educational factors affecting the students’ grades were explored.

The findings showed that the learnings of failed students in the second round of taking courses is not satisfactory and is significantly lower than the average of the class. The main and interesting finding in the present study was that the minimum grade of ‘10’ compared to weak and very weak passing grades has a more positive effect on the overall progress of students without probation.

Considering the minimum grade of 10 for students can be considered by university professors as a justified solution that has a positive effect on academic progress. The probable explanation is that this grade has a special message for students in a way that motivates them to work harder to improve their GPA and compensate for their backwardness. It can be said that the traditional belief of some learners that 10 is the “Little Grade of Happiness” has a theoretical basis and psychological justification.

This research explores tuition's role in students' academic decisions. The results can help improve the effectiveness of tuition policies.

This research was done using the Meta-Synthesis method. Based on this, the specialized keywords of the research in international databases (Science Direct, Springer, Wiley Online, Eric, Sage, Emerald) in The period (1990-2022) were searched. Then, using judgmental sampling, 77 studies were selected for analysis. Next, by using Shannon's entropy analytical technique, it was determined which academic decision has more weight and priority than other academic decisions in this study.

Five academic decisions made by students have been identified accompanied with the other determinants, which are the decision to enroll, the decision in making further academic effort for greater academic progress, the decision to dropping out of university education, the decision to continuing education, the decision to changing the field of study which have been affected by the tuition fees. Based on the Shannon entropy analytical technique results, the decision to continue university education has obtained a greater weight and affectability in comparison with other academic decisions in this study.

In exploring the role of tuition fees in students' academic decisions classified in five categories, we conclude that the students’ decisions are significantly affected by tuition fees and some other factors. In addition, each area of students’ academic decisions comprises of some sub-categories elaborated into eleven primary sub-categories and 506 key concepts.

Aim of this study was to evaluate the effectiveness of hypnotherapy in increasing academic self-efficacy and reducing the symptoms of test anxiety in adolescents.

In this study, a Single subject design and A-B design were used. The statistical population of this study was all adolescents with entrance exam in Tehran in the academic year of 1399-1400. The statistical sample included four adolescents who had referred to one of the clinics in Tehran . Sampling was done voluntarily. After obtaining consent and training, these adolescents entered the research project and received seven sessions which each session was one-hour of treatment. The criterion for entering the research was having a university entrance exam and the criterion for leaving was having mental disorders.

The results showed that hypnotherapy increased the academic self-efficacy and reduce symptoms of test anxiety of adolescents with entrance exam.

Based on the research findings, it can be concluded that hypnotherapy can be used as an effective treatment to increase the academic self-efficacy and reduce symptoms of test anxiety of adolescents.

Curriculum evaluation is one of the important components in curriculum design and implementation, programs that are properly evaluated will be more successful in achieving their goals. The purpose of the current research is to investigate the current situation of evaluation of elementary school curricula.

This research was conducted with a qualitative approach and a data-based method. The statistical population includes all agents involved in the curriculum of the elementary school, who were selected through purposeful criterion-based sampling. The data were collected through semi-structured interviews with ten teachers, seven heads of educational groups of primary education, six principals of primary schools, and eight professors of Farhangian University in the field of educational sciences - mass curriculum planning. was brought In order to analyze the data, open, axial and selective coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability.

The results of the research show twenty-one core concepts and nine selected categories, which, in the form of a paradigmatic model, include unbalanced evaluation of curricula as a core category and causal conditions (including axes such as: lack of literacy in the evaluation design of curriculum planners, reductionism in evaluation, weak assessment and evaluation literacy of the implementers and quantification in evaluation), contextual factors (including axes such as; organizational, school and class), strategic factors (including axes such as changing the approach of program evaluation curriculum, core expertise in the implementation of evaluation and networking in the field of curriculum evaluation design (facilitating intervention conditions) including such areas as professional development of teachers, strengthening the critical view of the curriculum and support organizational), restrictive intervening conditions (including axes such as individual, executive and cultural-structural barriers) and strategies and consequences (reduction in the effectiveness and efficiency of the curriculum) of the organization.

According to the results, it can be concluded that the evaluation status of the curricula in the primary period in the three levels of the intended, implemented and acquired curricula is not favorable and the need to pay attention to the improvement of the assessment and evaluation literacy of the teachers and the program. Curriculum is necessary in this field.