جستجوی مقالات مرتبط با کلیدواژه « آزمون سراسری » در نشریات گروه « علوم تربیتی »

This article has been compiled with the aim of identifying and investigating the challenges of the student evaluation and admission system, focusing on Iran’s national exam (Konkoor). It explores various dimensions of the exam and its impacts on family, public education and higher education systems.

Employing a qualitative approach, this research utilized thematic analysis through interviews with 31 experts in evaluation and admission systems. Primary data and information were collected, yielding 213 key sentences and 114 basic themes, which were categorized into 16 organizing themes. To validate and refine the concepts and themes, five focus group meetings were conducted with scientific experts and relevant authorities.

Challenges within the evaluation and admission system were classified into five levels, each encompassing a set of fundamental challenges: challenges within the education system related to the entrance exam, challenges intrinsic to the exam (Konkoor) itself, challenges associated with the exam's surrounding environment, challenges in the admission process, and strategic and macro-level challenges related to the exam.

The research underscores the need for a thorough revision of the entrance exam to prioritize educational objectives, academic guidance, and the efficient selection and accreditation of academic records in schools. Moreover, the annual and exclusive nature of the entrance exam, coupled with economic factors such as entrance exam institutions, non-profit schools, and extensive advertising, pose significant mental and financial challenges for students and their families, warranting serious attention. Additionally, changes in medical capacity policies and local selection criteria have added complexity to the admission process. Therefore, macro-policy interventions and cultural reforms are imperative for effective management of the entrance exam.

According to the approval of the Supreme Council of Cultural Revolution the National Organization of Educational Testing is supposed to hold a national exam twice a year and the score of each test would have credit for two years. The purpose of this research is to introduce and implement appropriate methods of equating in the framework of the classical test theory in order to compare the test scores of different courses to choose applicants in a fair way.

Based on common-item nonequivalent groups design three test forms X, Y and Z of differential calculus were experimentally implemented on the group of 600, 1111 and 2200 examinees. The number of test items were 21, 21 and 20 with six common item in total. Data were analyzed in R software with the package equate (Albano & Albano, 2018). The equipercentile function was used to equate the test forms; The pre-smoothing process with linear logarithmic transformations were done so that the parameters were estimated with less standard error and scores with more accuracy.

The average difficulty of these test forms were 9.03, 7.61 and 7.79 respectively. Also, all three forms have different skewness 0.203, 0.518 and 0.392, respectively.

Due to the different difficulty and right skewness of the distribution of the tests scores, it is suggested to equate them with the equipercentile function in a nonequivalent anchor test design. The tests for which common item cannot be developed, it is recommended to link their scores by the same equipercentile function.

Every year, many candidates participate in the experimental group of the national exam (as the most important entrance exam to higher education) to enter the fields of medicine, pharmacy and dentistry, and success in the exam is of great importance and priority for them. The nature of the exam, the preparation process of the candidates and its importance and priority have popularized the phenomenon called teaching for the exam in the secondary education system. Based on this, the aim of the current research is to analyze the phenomenon of teaching for the exam in the biology course.

The current research method is a qualitative method of interpretive phenomenology. The participants were selected from among the teachers of the six districts and school teachers of the biology course in Isfahan city with the purposeful snowball sampling method and a total of 15 people. The measurement tool is a semi-structured interview that is designed and built using theoretical knowledge related to the topic. In order to analyze the teachers' interview, it was converted into text and using Dickelman, Allen and Tanner method, first the basic concepts were extracted, then within the sub-themes and finally within the main themes.

The results of this study showed that teaching for the test is a common phenomenon in the secondary education system, in such a way that all educational activities of the school are focused on the test and the efforts of teachers and students are placed on the success of the test. This phenomenon, while disrupting the teaching and learning process, leads to the prevalence of superficial teaching of concepts and subjects and focusing on testing techniques.

Due to its high sensitivity and impact on the candidates' future, the national exam affects the teaching-learning methods of teachers and the learning style of students, and this influence has led to the spread of the phenomenon of teaching for tests in secondary courses, especially biology courses.

The main goal of this paper is to present a multi-level model for analyzing the scores of the national entrance exam to universities and higher education institutions.Based on its objective, this research is an applied and a descriptive research for analyzing and explaining the factors influencing the total score of the candidates participating in the university entrance exam. We used data of the 2019 year exam which include information on socio-economic status of the candidates' including educational, health, cultural and economic variables at individual level as well as at the level of counties and provinces of the country and We used the HLM software to stimate the multilevel models.The estimation of the three-level model showed that 94.6% of the changes in the total test score were due to the differences in the individual and family characteristics of the candidates. 3.6% of the changes in the total score were related to the educational, health and cultural factors of the city and 1.8% to the economic participation rate of the province. Cosidering that 5.4% of the changes in the total score are related to the geographical location, it can be acknowledged that the difference in the total score of the candidates is not only rooted in their socio-economic status, but the simultaneous effect of this situation with the level of prosperity of the cities from the perspective of educational, health, economic and cultural factors also contributes to the intensification of the difference in the total score.

The purpose of this study was to study the process of eliminating the national entrance examination in Iran and to present a model based on Grounded theory.

The research approach was qualitative using grounded theory. The in-depth interview tool was semi-structured. The study population was all education specialists and higher education experts. The purposive sampling method was theoretical and ended with 16 interviews with theoretical saturation criteria. The data analysis process was performed using open, axial and selective coding methods and Lincoln and Guba methods were used to evaluate the validity and reliability.

Findings showed that the central category is the necessity and complexity of eliminating the entrance exam and other categories in five categories: causal conditions (2 categories), environmental intervention conditions (2 categories), contextual characteristics (3 categories), strategies (2 categories) and consequences (2 categories) were categorized.

According to the results of the research, it can be acknowledged that in relation to the issue of eliminating the entrance exam on the other handIssues such as unhealthy competition and psychological issues and the shifting of educational goals have created a sense of necessity of elimination, and on the other hand, issues such as high demand for access to higher education have complicated the elimination process.

The outbreak of Corona virus has led to the closure of schools since February 2019, so the 12th grade students who were preparing to take the entrance exam were forced to make more efforts. The main purpose of the present study was to understand the lived experience of 12th grade students to prepare for the university entrance exam in the coronavirus outbreak crisis, which was implemented using phenomenological methods. The method of data collection was to use a semi-structured interview. Based on this, with the approach of purposeful sampling and standard method, 12th grade students were selected and finally 14 people were interviewed based on theoretical saturation. Interview analysis was performed using a cleavage model and thematic analysis method. After extracting and categorizing the topic, in 2 main themes and 8 sub-themes including educational challenges (including four sub-themes; use of counselors, difference in curriculum content with the materials provided in the training network, reducing competition and reducing learning effectiveness) and Individuals challenges (including four sub-topics; motivation, increased study costs, decentralization, and increased study time) were classified. Considering the issues mentioned by the 12th grade students, the special attention of the education system administrators to Universities entrance exam of 1399 is necessary.

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 problem of the present study was to examine the policies and rules set for the national entrance exam to universities in order to detecting the problems, consequences and the existing gaps. 

For this purpose, by reviewing and analyzing the laws and regulations imposed during the last four decades by the method of qualitative content analysis, the policies and regulations governing them (in terms of problem-solving and solutions) were extracted.

Based on the findings, justice in access to higher education, development of higher education, diversity of training courses, reduction of gender restrictions (increasing women's participation), reform of input assessment methods, localized admission and Structurall reform and improvement, it was extracted as seven main policies. Policies evaluation from a problem-solving perspective shows that part of the policy is positive in line with global developments in higher education in order to provide opportunities for the expansion of higher education, women's participation and increase equality and justice in access to higher education.

However, the lack of a country planning landscape and the neglect of the expansion and diversity of higher education without a clear criteria can be considered as the main factors in reducing the quality and boosting the demand for higher education. Also, the policy of changing assessment methods (with the aim of improvement), due to the lack of deep understanding of the problem and scientific support and disregard for the necessary infrastructure, not only did not improve the entrance exams but also the negative consequences of reducing the quality of general education. Inflation has been followed by grades and averages in high school. Lack of any policy in the field of demand management, poor coordination between various policy makers and decision makers and lack of evaluation of the consequences of policies and laws can be considered as the most important weaknesses of policy in The higher education entrance system.

Designing the evaluation model for the fields of holding the national exam           

Based on the purpose of the research, it was applied and based on the data collection process and the required information, it was a descriptive survey. The research population of all the areas of holding the national exam in 2016 was 478 areas, which was classified by random sampling method with appropriate allocation from each province, a suitable sample was tried from the sub-areas of each province, including education, universities and institutions. Choose higher education. A researcher-made questionnaire was used to collect data. Its reliability was confirmed through Cronbach's alpha of 0.84, and its validity was confirmed based on experts' review. Based on this, the data from each of the sub-communities, including those involved in the organization of the national exam in 2016, consisting of full-time representatives (157 people), those in charge of protecting the exam (61 people) (and their assistants 8 people), totaled 226 people. Was collected. Descriptive and inferential statistical methods have been used to analyze the data according to the topic.

Based on the review of national knowledge and experiences, the components of the comprehensive evaluation of the test implementation areas were first calculated. Then, the status of the factors from the perspective of the research sub-communities was investigated and their importance and priority were determined. Finally, the evaluation framework of the holding areas has been drawn and presented.

Finally, all the scattered activities that are carried out to evaluate the implementation and implementation areas are coherent and its output is in the form of a work report for the basis of valuation and validation of the implementation areas and the basis for planning and area-building in the next year and It will be placed in the field of choosing areas.

High stake tests always affect the curriculum due to the importance of its results and the impact on the examinee. This effect can be both positive and negative. Accordingly, the purpose of this study is to study the effects of the national test on the curriculum from the perspective of secondary school teachers.

The research design used in this study is a survey. The research population consisted of secondary school teachers working in the cities of Tehran province. The sampling method was proportional stratified that 363 people from the target population were selected as samples from the cities of Roodehen, Qarchak, Baharestan 2, Shahr Rey 1, Shahriyar. Data collection tools and a researcher-made questionnaire with acceptable reliability were acceptable. One-sample t-test was used to analyze the data.

The results showed that in the opinion of teachers, the national test had a negative effect on goals, teaching and learning methods, classroom assessment, performance and led to the formation of a hidden curriculum. By focusing on the hidden curriculum, the research output model showed that the teaching and learning process has the most effect and the goals have the least effect from the national test.

According to the findings, it can be concluded that in contrast to the curriculum and the national exam, it is overcoming the test and the opinions of teachers do not show a favorable situation in schools.

Abstract: Identifying the effective factors in the success of top people, and trying to take advantage of them, is one of the most important strategies for success. The lack of an in-depth study in representing the success factors of top students at the university entrance exam motivated the researchers to conduct the present study. The data were collected through a qualitative approach and a deep semi-structured interview with the elective students of university entrance exam, which were selected by the extreme case sampling. After 12 interviews, theoretical saturation was analyzed and data analysis was performed based on a seven-stage Collizzi. The deep analysis of the participant's experience of life has resulted in the classification of seven main themes (main success factors). The results were presented to the participating professors and confirmed after successive studies. The findings indicated that the identified seven factors played a major role in achieving top rank in the university entrance exam. These factors include self-motivation, ambition, purposefulness, speed, learning strategies, learning environment and family features.

This descriptive survey aimed to investigate challenges of indigenous selection in University Entrance Exams. The study population included vice-chancellors of academic affairs, vice-chancellors of student's affairs, heads of security department of state universities affiliated to the Ministry of Science, Research, and Technology, and those managers involved in indigenous selection from Supreme Council of Cultural Revolution, Ministry of Science, Research, and Technology, and National Organization for Educational Testing. Each completed a measure developed based on interview and previous records to assess indicators related to each dimension. Factor Analysis and Analysis of Variance indicated that educational, cultural-familial, social, and economic dimensions are the most important challenges of indigenous selection, respectively. Current results also indicated that the most significant challenge in the educational dimension was the reduction of elite student's access to top universities and professors. Overall, 53.5% of the respondents expressed their strongest opposition to the educational dimension of indigenous selection, with vice-Chancellors of academic affairs accounting for 61.5% of the total figure. Finally, a significant difference was found between respondent's opinions in terms of educational and cultural-familial dimensions, but not social and economic aspects.

Higher education is one of the paths of changing social class, finding job, marriage and other social life improvement in Iran. To enter to Iranian universities and colleges, all candidates must sit in the nation-wide exam. The aim of this paper is to investigate candidate’s ranks and their socio- economic status. The methodology and aim of this research is Explanation and secondary analysis respectively. The statistical population eligible to choose major, in the year 2010, has been 1099193 applicants which organized by National Organization for Educational Testing (NOET). The sampling method is cluster sampling with the sample size of 500 applicants in three clusters high, medium and low ranks. For analyzing data, descriptive and inference statistics (T - tast, F - test, x2) were used by SPSS software. The results show: 1) Socio- economic status has positive effects on educational performance. 2) The applicants who belong to high socio-economic status had better ranks. 3) The applicants who live in developed areas, small family number, high income and high parent’s education had better ranks in nation-wide exam.

In many scientific studies, especially in the humanities, the influence of variables on each other, or prediction of one variable by some other variables is of special interest. In statistical problems, these goals can be achieved by developing proper statistical models. In recent decades, among various statistical models used by humanities scholars, multilevel models have got special attention. In these models, instead of assuming that model parameters are constant, the impacts of interaction between high levels and low levels have been widely seen in human sciences research. In addition, these models in comparison with low-level models, modify the bias of estimated parameters resulted from cluster sampling. This paper presents multilevel models, and addresses their applications, advantages and disadvantages. Moreover, a three-level model was used to analyze the role of constituent variables of socioeconomic status in educational performance (total score) to enter into universities and “higher education institutions” over time. In this example, the effect of each constituent variable, including parent's educational level, father's occupation, level of income in different genders, was investigated considering the status of the city and province from where participants in the experimental science group of the entrance exam of higher education came during the years 2001 to 2009.

his survey aims to analyze the role and impact of the applicant's socioeconomic status and other related variables on their educational performances (total score) in nationwide examinations during last 9 years. The socioeconomic status include variables such as parents education, fathers job, family income, gender and the applicant's hometown conditions in human sciences group. The statistical population is total applicants of human sciences group who took part in examination during 2001 to 2009. The data was gathered based on NOET'S data files and questionnaires were distributed during exams. The population included 4,105,542 applicants in human sciences group with condition is no more than one year passed from their graduations also the type of their diploma is related to the group of examination. Based on above conditions and ignoring missing data, sample included 1,217,321 applicants. Multilevel modeling was used for analyzing data by HLM software in three levels. The findings show that socioeconomic status (with different sizes) increases the total scores. The finding also revealed that female applicants have had better performance than male one. In addition, the educational performance increases by year of exam and these differences in human sciences group are more than other groups. Furthermore, the increase of parent's education level and father job's causes the increase of educational performances (total score). Comparing the impact of parent's education showed that applicant's educational performance was more affected by their mother's education than their father's education

In this paper the effects of socio-economic status and family background on total mark of candidates is analyzed. This analysis contains the degree of effectiveness of socio-economic status which includes parents’ education level, father's job, and the incomes of family with respect to gender, province and the applicants’ examination group.The data was gathered from NOET documents and a questionnaire with a sample size of 663,630 applicants in three examination groups (empirical science, human sciences, mathematics and physics) who had sat in exams. In addition, the sample was restricted to applicants who had obtained their diploma in 2008 and the examination group of their diploma being mathematics. Multi-leveled models were used for data analysis. The analyses show that socio-economic status increases the total mark of applicants and there are significant differences between the total mark of men and women in human and empirical sciences group, but there are not any differences in mathematics and physics group. The families with higher socio-economic status encourage their children to study in empirical science and mathematics and physics. Finally socio-economic status, in order, has more effects on total marks in mathematics and physics, empirical science and human sciences.

This article focuses on the evaluation and comparison of motivation and educational improvement of BA students admitted through comprehensive plan (Faragir) and general exam in Payam-e Noor University. BA students of Sari Payam-e Noor University form thestatistical population of this research. The instrument used was a standard questionnaire of motivation which had been prepared by Dr. Ramezan Hassanzadeh and was used in different researches. Average scores of BA students was used (1st and 2nd semester of 2006-7) for evaluating educational development. For data analysis, t-test was used. The results indicate that there is no significant relationship between students admitted through comprehensive exam (Faragir) and those admitted through general exam with regard to motivation and educational improvement. But the amount of motivation andeducational improvement in students who were admitted through general exam in the field of basic sciences is more than students who were admitted through comprehensive plan (Faragir). The other finding is that motivation and educational improvement amongfemale were more than males.