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

The main objective of the present study is to apply multiple-choice model (MCM) for analyzing multiple choice items and comparing its fit and information with the three parametric model (3PM). To this end, among all the participants in biology test (contained 50 four-choice items) of University’s entrance exam in the field of Natural Sciences in 2012(1391), 5000 participants were randomly selected as the sample by SPSS software. In order to analyze the test and its items based on the multiple choice model, the assumptions of unidimensionality were firstly investigated by NOHARM software. Then, the test items were analyzed by MULTILOG program. Three-parameter model, which is the closest one to multiple-choice model in terms of parametric structure, was selected as the most appropriate binary model for comparing its information and fitting with multiple-choice model. The results indicated the efficacy of multiple-choice model for analyzing distractors. In comparing the fit of 3PM with MCM, the results showed better fitness of 3PM to the whole test than multiple-choice model. In addition, results indicated the appropriateness of multiple-choice model in accuracy of estimating the ability of subjects with lower-than-average ability, while 3PM estimates the ability of higher than average subjects more accurately. Accordingly, it is recommended that MCM model can be applied for farther knowledge about items’ distractors performance along with other methods.

This study was done with the aim to survey the measurement and structure invariance of TIMMS 2011six constructs mathematical achievement، attitude towards mathematics، readiness skills، parental involvement، home resources، and family’s socio–economic condition based on a theoretical model. A total number of 5760 fourth graders elementary students were the participants of the study who had participated in TIMSS in 2011. The results showed that in the male group، the relation of the observable and latent variables had a better fit. In causal relationships significance، the male group showed a better fit compared to the female group in most cases. In the male group reliability of measured indictors had a better reliability compared to the female group. In regression coefficients، except for prediction of the “readiness skills” by the “home resources” and prediction of the “attitude towards mathematics” by the “parental involvement”، the male groups’ relationships were more precise than the female group. The female group had a more systematic bias in answering all of the questions compared to the male group. As a conclusion، it can be said that the mathematical achievement and the variables affecting it in the two groups had different meaning and were measured with different precisions.

This paper aims to introduce a field-based multifold categorization of Persian core vocabulary. This classification is developed for a more appropriate use of Persian language in textbooks and teaching elementary students with more familiar Persian words in different parts of Iran with different languages and dialects in a centralized educational system. There are 24 topics in this classification. Based on a semantic approach in which meaning is usage، words in different contexts get different meanings and here in this categorization each category is representing a different context. In addition to dictionary meanings، metaphorical meanings have got an important role in allocation of words to each category. From an educational point of view، these topics also can be used as subject matters of curriculum and words in each category are core and simple concepts which may direct the teaching and curriculum at the elementary level or in teaching Persian language to new learners.