فصلنامه اندازه گیری تربیتی
پیاپی 6 (پاییز و زمستان 1390)

ease in scoring, performing and identity of multiple choice tests has caused that those apply as the essential instruments in large scale assessments. There was intense criticism toward multiple choices. For example, those not perform all of educational goals (those assess low cognitive levels) and because of using guess to answering questions. Herein, some people for solving of these problems were suggested that we should increase choices of questions. The objective of this research was the study of effects of number of item choices on psychometric characteristics of test and items and also on estimated ability of subjects in classical test theory and item- response theory (IRT). The statistical population was all of high school’ students of Shiraz. That 608 of them were randomly selected as sample group. In order to response to study questions, we used the empirical method and for data collecting we used two language and arithmetic tests that were provided to this goal. Data analysis indicated that there was no significant effect of item choices on item parameters and the effect of item choices on estimated psychometric characteristics of subjects in different tests is equal. Furthermore, there was difference between estimated parameters in classical test theory and item-response theory (IRT). After checking assumptions of item response theory (IRT), this was appeared that data have better fitted with two- parameter model and there was no difference between item choices and fitting with model. In addition, there was difference between estimated ability and item choices too.

Onset life university requests learning new habits and skills for adaptive and adjustment the new situation. Disability in adaptive and adjustment cause behavioral, emotional and academic performance problems. Prevention and intervention of these problems request measurement and monitoring the process of student's adjustment. This instrument must be valid, reliable, normative, and accordant with Iranian culture. the aim of this research was to construct and standardize an adjustment test for university students. the first step was to review the literature of adjustment and adapting measurement. Then, the questionnaire was developed with questions about five dimensions of student's adjustment. The dimensions were social, academic, attachment academic, emotional and goal setting. Its content validity confirmed by psychology and counseling professions. Criteria validity was detected by G.H.Q. Item analysis and internal reliability and test-retest reliability detected by SPSS-15. The sample size was 773 students from medical sciences of Isfahan University and other universities in Isfahan. The means of Lacsh for content validity is. 71 and for subscale is from. 58-.82. Total correlate score test with GHQ was-.58 indeed correlation GHQ with subscale in this test is from-.27to-43. This correlation is significant (p<0.001). This measure indicates criteria validity of test. Total internal reliability of test is. 94 and also internal reliability for subscales detected from. 73 to. 81. the findings of this research showed adjustment test for university students has enough validity and reliability; that is, this test can be used by counselors and researchers for monitoring student's mental health at universities.

Discussion about invariance of questions and tests is an important issue in assessment. The present study was conducted to compare the invariance of the parameters in item-response theory and confirmatory factor analysis. After reviewing the related basics of each approach, the researcher compared the invariance of the parameters in each approach based on empirical data result from International Reading Literacy Study (PIRLS) Test. The sample was 5000 Iranian students (half female and half male) in 2006 who responded to six questions which were related to the scale of attitude toward reading. Data analysis showed that question 6 is biased using both item-response theory and confirmatory factor analysis. The results, however, were different considering questions 1, 3 and 4. Question 1 was found to be biased based on item-response theory only; questions 3 and 4, on the other hand, were found to be biased based on confirmatory factor analysis. It is suggested that both approaches be employed when deciding on the invariance of the parameters, since making decisions otherwise will be misleading. Also, it is offered that intercept and differences in the distribution of the ability of the groups and their effects on the invariance be considered as primary.

In many cases, teacher's teaching has been successful, but since it does not teach his/her students and his favorite surface is hard. The courses teacher teaches are also overwhelmed by the course books. This objective of this study is to examine the alignment scores in evaluating teachers in different subjects. The study population was all of the courses which were evaluated in the first semester at Semnan University in the academic year of 1387-88. Thus, the first nine subjects from senior students using academic discipline, MC, level 5 (very difficult to very easy) resolution and a sample volume of 171 students was selected. Results showed that the use of a single score for the comparison of performance evaluation forms for teachers is a good way and comparing the scores for teacher evaluation scores must be obtained, are aligned. In this study, to justify the scores of the two methods into a park and z were used. One of the reasons for non-alignment, differences in the type of student's evaluation of courses is the difficulty level courses.

Recent studies showed that beside the person with addiction great number of person are with personality in the risk of addiction, but the measurement of this characteristic in Iran needs to instrument that similar to culture of this country. The purpose of this study was the Preparing and normalization of addiction potential scale among students of Tehran universities. after design, scale indicating 60 item were administrated to a sample of 90 addict and 540 students of Tehran universities. this scale distinguished between addict and non addict students. The reliability coefficients was estimated through internal consistency using cronbach alpha coefficient and was (α=0.88). The validity of this scale investigated in two different ways: construct validity and face validity. The result obtained from analysis showed this scale consists of ten factors and is highly valided. T score was calculated for normalization. overall indicated that the use of the addiction potential scale in researches, therapy and screening is useful.

The present research has been undertaken with a view to specify the student admission status in Iranian higher education system from the point of view of students studying in some of the state owned universities in Tehran university, professors in Sanjesh organization and some of the related higher education officials.Object: The attitudes derived from three sample populations were investigated which revolved around the procedures and the current constituents (including the concentrated testing method, comprehensive examination method, the factor of average written score, the knowledge baseline score, the students quota and students gender) as well as other influential factors (such as non-concentrated examination method, the educational background factor, intelligence and educational aptitude). The research was a descriptive survey. The sample was prepared based on Iran's Morgan table and the research subjects were composed of 346 students from three well known universities such as Sharif Industrial University Shahid Beheshtee University and Allameh Tabatabai University along with their member board of academicians and a number of the higher education officials. The results obtained in this research are as follows. The greatest percentage of student's responses was related to the concentrated examination method, which showed their relative acceptance; also the highest percentage of professor's response and officials which represented a favorable attitude was to questions related to the concentrated examination method, and non-concentrated examination method which received unfavorable attitudes. There appeared to be no major attitudinal differences among students, university professors and officials towards concentrated examination method, comprehensive examination method, written average score, knowledge score, quotas, and admissions of gender. Based on the views of both students and professors, their responses to questions concerning admission quotas, revealed that some of these quotas resulted in divers complications amongst students including unpleasant feelings, annoyance, and incongruity among students etc. Therefore combining the quotas together or applying them in the form of additional quotas in general entrance exams might prove effective in alleviating anxieties and problems.

The clock drawing test (CDT) is a neuropsychological test that has been used as a part of evaluation & screening of adults with cognitive impairments. The aim of this research was study of possibility, reliability, validity and norm finding of Clock Drawing Test (CDT) in 392 elementary school children of Tehran city. The samples were selected by random multi step cluster sampling method. Students with behavioral, emotional, mental and pervasive developmental disorders eliminated after performing teacher form of Children Symptom Inventory (CSI-4, Gadow and Sprafkin, 1994) and Raven Progressive Matrices (Raven et al, 1983). Then, test copy of reproduction memoir figures (Caffarra et al, 2002) and CDT (Cohen et al, 2000) accomplished by 392 participants. Data analysis showed that the reliability coefficient Cronbach’s Alpha was 0/765. None of the 8 criterion for numbering of CDT was not omitted. Furthermore, inter-rater reliability and test-retest reliability were equal. /95 and. /90 respectively. The structure validity of CDT was study by main component analysis method. The amount of sampling sufficiency by KMO measure was. /716 and Bartlett’s Test of Sphericity was meaningful, then the condition were suitable for performing factor analysis. The results of factor analysis with Promax rotation extracting 2 parameters include: 1- Clock construction, 2- Time conception, that explained about 63% of total variance. Also, the concurrent validity of CDT and test copy of reproduction memoir figures was very suitable. The clock drawing test has a good reliability and validity for cognitive evaluation of children.