فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی
پیاپی 46 (تابستان 1403)

The assessment center (AC) has been used as a flexible and reliable tool for more than a century for various purposes, including managerial and military purposes. Despite the great capacity of AC, there is not enough knowledge about the way and extent of using these centers in the field of education; Therefore, this research has been conducted with the aim of systematic reviewing the existing background on the use of AC in education and the results obtained from it.

This article is a systematic review of the history of the use of the AC in education and its results. In order to select relevant articles, five scientific databases including ScienceDirect, SAGE, JSTOR Springer, and ERIC were searched. After removing articles inappropriate to the purpose of the research, a complete review was performed on the remaining 28 articles.

The results showed that the use of the AC in education has been carried out with three general goals of predicting performance, selecting and developing people in schools and higher education. It was also found that the assessment center has been successful in achieving its goals in most of the conducted researches.

The findings showed that the assessment center is a reliable and valid tool to achieve the goals of researches that were used in the field of education, and it can be used to assess a wide range of educational activities, including predicting the performance of applicants for admission to Training courses or students, selection of educational managers, selection of applicants for training courses or students, developing them and developing and predicting the performance of educational managers should be used.

The purpose of the present study was to validate the applicability of the Connected Curriculum Questionnaire (Fung, 2017) across three fields: basic sciences, engineering, humanities, and social sciences at the University of Kurdistan.

To achieve this objective, the main questionnaire in English was translated by two experts in the field of translation, and it was subsequently evaluated by two experts in the field of education. Then, a consensus was reached on the final version. The research method employed in this study was survey research. The statistical population comprised all 483 faculty members from three faculties of science, engineering, and humanities and social sciences. A stratified sample of 112 faculty members was selected. To analyze the data, SPSS 26 was employed, and to fit the measurement model, the SmartPLS 3 was utilized.

The results indicated that the Connected Curriculum Framework, with its seven dimensions, is robust, appropriate, and highly effective when assessing the measurement model, as evidenced by Cronbach's alpha, composite reliability, convergent and divergent validity indices. Moreover, the measurement model demonstrates a robust structure, as indicated by the Z, R2, and Q2 indices.

It can be inferred that the Connected Curriculum Questionnaire serves as a valuable tool for research in the Iranian higher education context.

The current research was conducted with the aim of identifying the dimensions of electronic leadership in the educational system with an emphasis on critical conditions.

The research method is quantitative. The participants of the first part were education managers and university professors who were active in this field, 40 people were selected by purposeful sampling and theoretical saturation. and Cochran's 101 formula were selected. The data collection tool was a questionnaire whose validity and reliability were confirmed. The Delphi method and the structural equation modeling method were used in the data analysis.

The findings of the research showed that the components of training, empowerment in critical situations, occupational and mental security, effective internal factors in the implementation of strategies, external factors, online and virtual productivity, and human resources empowerment, dimensions of electronic leadership in the education system with emphasis on the conditions are critical, also the education component is effective on identifying the dimensions of electronic leadership in the educational system, the dimensions of electronic leadership are effective on empowerment in critical conditions, occupational and mental security in critical conditions, effective internal factors in the implementation of strategies on identifying the dimensions of electronic leadership in critical conditions and also Identifying the dimensions of electronic leadership in the educational system has an effect on external factors in critical situations, online and virtual productivity, and human resource empowerment.

He concluded that the education department is one of the basic pillars of the country according to its existential philosophy. It needs an infrastructure that will take steps to improve the necessary training for the employees so that they do not have problems in using electronic services.

This study was conducted with the aim of identifying challenges, and ways to improve the process of descriptive evaluation from the perspective of elementary school teachers.

qualitative approach and thematic analysis method were used. A semi-structured interview was used to collect information. The participants were 25 elementary school teachers of Tarom city in the academic year of 1402-1401, who were selected based on theoretical saturation, and with the purposeful sampling method. In order to analyze the collected data, thematic analysis techniques such as coding, extracting and combining themes were used.

In relation to the challenges of descriptive evaluation, 9 main topics including including a negligent approach to evaluation, elimination of constructive competition, overcrowding of classrooms, lack of change in teachers'' attitudes, parents'' lack of justification, reduction of motivation of top students, lack of fit between content and evaluation approach, ambiguity in final evaluation criteria, and an adverse change in baseline replication conditions was detected. Also, in relation to the ways to improve descriptive evaluation, there are 6 main themes, including increasing scoring ranges, using a quantitative approach in final evaluation, tailoring content, reducing classroom congestion, continuous teacher training, and diversity in the descriptive evaluation approach for elementary. Different academics were identified.

Descriptive evaluation is faced with challenges both in providing prerequisites and in implementation, which have affected its effectiveness, and it is necessary to solve these challenges through efficient solutions.

The aim of conducting current research is to examine and identify the dimensions and components of higher education academic strategic curriculum planning models.

This research is applied in terms of purpose and in the category of qualitative research in which the meta synthesis method has been used, the meta synthesis method was carried out using the Sandlowski and Barroso method; also, for the data analysis, the thematic analysis method has been used.

The findings of the research identify 17 components and categorize them in the form of four cultural-social dimensions, including: participatory culture, faculty members' activism, acceptance and belief in curriculum change and reform; The structural dimension includes: understanding, developing a mission statement, analyzing organizational values, developing a vision, determining the general goals of the program, prioritizing, developing strategies; The environmental dimension includes: internal environment, internal environment, contextual environment, interactive environment; And the managerial-executive dimension includes: decision-making, formulation of an executive plan, evaluation/correction and monitoring.

The results showed that paying attention to the dimensions and components of university curriculum planning models, which are derived from values, missions, perspectives and environmental dynamics, realizes appropriate planning for the implementation of appropriate strategies to be a basis for researchers and practitioners in In line with revising and reforming the curriculum of the higher education system.

Dyslexia is the most common learning disorder in school children, which has been carefully investigated. This disease is characterized by a marked impairment in the growth and development of reading skills. The current study was conducted in order to develop and examine the construct validity of the questionnaire of teachers' awareness of dyslexia (TAD).

The present questionnaire was prepared and distributed among 416 primary school teachers in the public schools of Razavi Khorasan province who were selected through multi-stage cluster sampling. Participants were both male and female pre-service as well as in-service official teachers in the Ministry of Education. To substantiate the construct validity of the survey, exploratory factor analysis (EFA) was employed using SPSS software, and to measure the factoriality of the inter-correlation matrix, Kaiser-Meyer-Olkin (KMO) test of sampling adequacy and Bartlett's test of sphericity were used. Confirmatory factor analysis (CFA) was also conducted using LISREL.

The results of the the above-mentioned tests demonstrated that the factor model was appropriate. Moreover, the results of the rotated component matrix indicated that teachers' knowledge and understanding of students’ problems in lower order of processing, vocabulary, loss of concentration, and vocabulary decoding were the main four factors in the present questionnaire.

The questionnaire was constructed conducting exploratory and confirmatory factor analyses and the obtained statistical results were analyzed. The questionnaire was found to be reliable and valid enough so as to examine teachers’ awareness of dyslexia. Finally, the implications were presented.