جستجوی مقالات مرتبط با کلیدواژه « assessment » 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.

In contemporary education systems, the cultivation of non-cognitive skills and competencies has been prioritized, and their development is perceived as one of the most significant outcomes of educational processes. These competencies equip students to excel in social, emotional, and behavioral domains. The formal education system of the Islamic Republic of Iran (henceforth referred to as IRI), an ideological system rooted in religion, underscores that the development of non-cognitive competencies is as crucial as achieving academic success. According to the Fundamental Reform Document of Education (FRDE) in the IRI, students are expected to cultivate seven dimensions (religious, spiritual, physical, economic, affective, and aesthetic), and they are guided to enhance their relationships with themselves, God, others, and all creations. In alignment with these seven dimensions, the Upstream Documents are replete with educational objectives that extend beyond the realms of academic or cognitive categories. The attributes delineated in the Upstream Documents bear resemblance to those highlighted in Social Emotional Learning (SEL) (i.e., social-emotional and 21st-century skills/competencies) and character strengths and virtues. It is noteworthy that different conceptual models each have their unique advantages and limitations in the context of education. Despite the Upstream Documents assigning the responsibility of developing assessment models (result-based, process-based, and integrative) to educational leaders, a model specifically for non-cognitive educational goals has yet to be proposed. Furthermore, while non-cognitive competencies are frequently mentioned in the Upstream Documents, they have not been systematically examined and classified. The development of such competencies not only enhances students' academic achievement but also aids them in stress reduction, management of challenging situations, avoidance of risky behaviors, and the establishment of positive peer relationships. Research Questions: This study aimed to design a framework for assessing non-cognitive/non-academic achievement. The research questions explored were: What is the conceptual framework for non-cognitive achievement assessment based on the Upstream Documents, literature review, and educational experts, and is this framework valid?

The study was structured in two phases; the qualitative research phase involved the examination of three primary sources: 1) Upstream Documents of the Educational System of the Islamic Republic of Iran, 2) research literature, and 3) expert interviews. A total of three Upstream Documents and 24 literature documents were reviewed. The primary Upstream Documents included the Fundamental Reform Document of Education (FRDE), its theoretical foundation, and the Iranian National Curriculum. These documents were selected due to their integral role in the formal educational system of Iran, where all educational activities, from curriculum development to workplace policies, are expected to align with them. In relation to the second data source, databases were explored using keywords that reflected social-emotional skills, character strengths, and constructs stated in the Upstream Documents. The PRISMA diagram was utilized to organize the texts. Semi-structured interviews were conducted to gather data from field experts, with judgmental-purposeful sampling employed to select the participants. The sampling process continued until information saturation was achieved (n=10). In the quantitative phase, the framework was validated using a researcher-made questionnaire. The face validity, content validity (CVI), and reliability (Alpha) of the questionnaire were calculated and confirmed by the participation of n=30 experts.

The Summative Content Analysis, conducted using the Strauss & Corbin standard procedure via MAXQDA-2020 and the Colaizzi method, yielded four dimensions and thirteen categories. The identified dimensions encompass designing a strategic plan, collecting evidence/data, drawing conclusions, and determining consequences. The internal validity of the framework was confirmed through data analysis using a One-Sample T-test, which yielded a significant result (p < .05, DF = 29, t = 2.49). This indicates that the framework is statistically significant and reliable for assessing non-cognitive/non-academic achievement.

The study's findings indicate that, based on the three primary sources of information, several decisions need to be made to effectively assess non-cognitive competencies. The initial step in establishing an assessment system for non-cognitive competencies involves developing a strategic plan. Prior to initiating the assessment procedure, it is crucial to determine the approach to conceptualizing and instructing non-cognitive competencies, which will guide assessment activities. Decisions need to be made regarding which areas of interest are being integrated into the academic content or are planned to be taught through direct teaching methods. A range of non-cognitive competencies can be taught through the establishment of a positive learning environment and the implementation of general teaching activities. However, these critical issues have not been clearly addressed in the Upstream Documents. The second category, gathering data and evidence, encompasses practical assessment activities. Such practices can ensure reliable results. A key criterion to bear in mind is to avoid relying solely on a single tool or technique for data collection. While some of the methods mentioned above are found in the Upstream Documents, they are not specifically categorized in a way that teachers can confidently rely on to assess non-cognitive competencies. In the third category (conclusion), decisions should be made regarding data analysis and interpretation. Various forms of errors and biases should be considered before reaching a conclusion. The fourth category, consequences, pertains to the impact of assessment practices. Ideally, the results of the assessment should be used to enhance the quality of different levels of education systems. Policymakers and communities should consider the results of non-cognitive assessments. Important decisions could be made based on the results, such as where to target supportive resources to students or classrooms identified as expressing particular needs. The current status of Iran's education system in achieving its non-cognitive goals should be investigated, as it is unclear how successful the system has been in reaching these goals. The Organization for Educational Research and Planning (OERP), which is responsible for publishing and reviewing teachers' guidebooks, has the capacity to revise and enrich them. Non-cognitive competencies are multifaceted and should therefore be formulated and conceptualized precisely. Standards, criteria, and benchmarks should be established for assessing non-cognitive competencies. Initially, some critical decisions should be made regarding the instructional process. As non-cognitive competencies in teachers can directly impact their ability to teach these skills, universities responsible for teacher education, such as Farhangian and Shaheed Rajai Universities, should strive to enhance these competencies in teachers. Curriculum planning, implementing teaching, and assessment activities could be reformed based on the framework. Further discussions and suggestions were presented relevant to the educational system of Iran.

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.

academic self-efficacy is a set of individual beliefs about academic competence. perseverance and motivation. which shows the individual's confidence in his ability to complete academic assignments. Academic self-efficacy can have a significant impact on the academic success of students and the progress of the educational system. The current research was conducted with the aim of investigating and evaluating the state of academic self-efficacy with the academic desirability technique.

The current research was descriptive-survey. The statistical population includes all students working in Mazandaran University of Science and Technology in the first semester of the academic year 1402-1401. who were selected by stratified random sampling method in the number of 335 people. In order to collect data. a standard educational self-efficacy questionnaire was used. To analyze the data. Kolmogorov-Smirnov. Yeoman-Whitney and Wilcoxon tests were used with the help of SPSS21 software.

showed that the academic self-efficacy of students is relatively favorable. Also. there is a significant difference between the academic self-efficacy of students with the variables of gender. age. educational level at the 95% confidence level. However. there is no significant difference between students' academic self-efficacy and academic semester variable. The findings of this research showed that the academic self-efficacy of students is relatively favorable.

Managers and planners of Mazandaran University of Science and Technology should consider organizing workshops and training courses. creating a supportive environment. paying attention to collective. group and team work among students. scientific and recreational tours to strengthen students' self-efficacy

In the last decades, number sense has received a lot of attention in math education as it is necessary to acquire more advanced math skills. Knowing how to measure and evaluate number sense is important because it plays a crucial role in teaching mathematics at schools, particularly in pre-school and elementary grades. The present study was written to introduce the tests used by researchers and identify their strengths and weaknesses with a critical review methodology. Searching related documents in” Scopus”, “Web of Science” “Scientific Information Database” and “Noormags” from 2012 to 2022, 75 documents were retrieved with the key word ‘number sense’. Twenty-two of these documents were chosen based on their relevance to assessing the number sense of preschool and elementary school students. The exclusion criteria included review articles, articles related to the age group above 12 years of age as well as the age group below 5 years of age, and articles analyzing the content of textbooks. By examining the tests used in the selected studies, 6 tests were identified and analyzed using the determined indicators. The results showed that all the number sense tests dealt with the components of counting components, number recognition, number comparison, and operations on numbers. Based on the findings some suggestions were made for designing a native test to measure number sense.

The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in the evaluation and valuation of Golestan province who participated in the research through semi-structured interviews using property-based sampling method. The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in measuring and valuing Golestan province who, using criterion-based snowball sampling method, 20 data saturation individuals participated in the study through semi-structured interviews. Data were analyzed using MAXQDA coding method and software in three steps of discovering concepts, subcategories and main categories. Based on the findings, assessment and valuation strategies in the junior high school curriculum are classified into four main categories: hierarchical, inclusive, specialist-oriented, and mixed. A hierarchy based on purpose and action-oriented, inclusive, need-based, expert-centered, as well as mixed, can be considered as participatory and multidimensional. The findings indicate that the first intermediate course of our country faces a great challenge in the field of assessment and evaluation in the curriculum. Therefore, it will be possible to solve it with the correct application of assessment and valuation strategies in the curriculum of this course by teachers by holding training workshops.

Assessment and especially formative assessment in e-learning has weaknesses and disadvantages that need to provide solutions to improve it. Therefore, the present study aimed to provide solutions to improve formative assessment in the e-learning environments.

The method of this research was applied in terms of purpose and qualitative in terms of how to collect information. Participants in the study also included professors of e-learning centers of Tehran universities, 13 of whom were selected as the research sample using the available purposive sampling method. Data collection tool was also semi-structured interview. The content analysis coding method was also used to analyze the data.

Findings showed that the professors of e-learning centers provided 10 main solutions to improve formative assessment in the e-learning system, which are: "Using different tools of Formative Assessment", "Appropriate Feedback", "Student Authentication", "Effective use of Class Presentations", "Management of Assignments and Activities", "Effective implementation of Online Tests", "Management of Class Discussions", "Preparation of Student Assessment Program", "Management of Exercises and Projects", and "Analytical and Comparative Reporting".

Improving formative assessment in the e-learning system requires constant attention and review, and identifying such solutions while identifying strengths and weaknesses provides the opportunity to modify and improve learning, which is the main goal of formative assessment.

Acquisition of plurilingual and pluricultural competence (PPC) has gained considerable attention in recent years as an area of research in language teaching. This competency is particularly significant in multicultural communication and can be enhanced through the incorporation of L1 and translation in the classroom. However, there is limited research on how to incorporate this knowledge in language testing.

To address this gap, this study first examined translation strategies for Persian-to-English poster titles. The study analyzed 100 Persian posters translated into English between 2000 and 2022, using the model proposed by Gabrić et al. (2017) to identify three strategies: free translation, direct translation, and transcription in the translation of movie titles.

The findings revealed that direct translation was the most commonly used strategy, often without regard for the cultural and linguistic differences between Persian and English. In the second phase of the study, a speaking test was designed based on the translation of movie titles and administered to a group of 20 Iranian EFL students. The participants found some equivalents unnatural due to cultural and linguistic differences, but overall, they found the test to be quite motivating.

This study has important implications for EFL testing and the design of language proficiency tests at the national and international levels.

The purpose of this study was to determine the degree of attention of the national curriculum document to the student’s assessment in physical education. The research was applied in terms of purpose and content analysis in terms of method. The statistical population was the national curriculum document that all parts were purposefully selected as a sample. The research tool was a checklist prepared by the researcher and its content validity was confirmed by 5 experts and its reliability was confirmed by calculating Scott's agreement coefficient of 0.93. Descriptive statistics was used to show the frequency of results; Reliability of the findings was obtained using four criteria of reliability, transfer ability, reliability and verification the content with 20 units equal to 33% with the highest frequency and the assessment tool with 1 unit equal to 2% and the lowest frequency was identified. Also, Principles of assessment with 16 units, equal to 27%, assessment policies with 8 units, equivalent to 13%, purpose with 5 units, equal to 8%, assessment method and assessor with 4 units, equal to 7% and time assessment with 2 units, equal to 3%, were identified. The national curriculum document had relative but unbalanced and uncoordinated attention to the components of assessment in physical education.

social studies is considered the most responsible teaching for teaching citizenship skills, and the teaching of citizenship skills today is focused on the ability to solve problems. Now, since Farhangian University is responsible for the professional training of future teachers.Therefore, the current research was carried out with the aim of providing a tool to measure the curriculum based on problem-solving skills of social studies education in the undergraduate course of elementary education.

The research was conducted with a mixed method in six stages: the first stage; By studying the theoretical foundations of the research, conceptual matrices were formed for coding and content analysis. Second; Based on matrices, with a comparative approach, according to Meiring's model, qualitative content analysis of 43 internal and external sources related to the research topic, as well as 23 semi-structured interviews of experts, which were purposefully selected to the point of theoretical saturation, Was performed. Third; The items of the tool were adjusted using the qualitative part of the research. fourth; The face validity of the tool was done by a panel of 5 experts. fifth; It was done by a panel of 10 experts for the experimental implementation of the tool. sixth; The final validation of the tool was done by a panel of 36 experts.

a tool with 81 items in 4 sections; Objectives (22 items), content (24 items), Teaching-learning strategies (17 items), and evaluation (18 items) were designed.

the designed tool with face validity (FV), content validity ratio (CVR), content validity index (CVI), Cronbach's Alpha Coefficient (CAC) can be used as a suitable tool for monitoring continuous interventions. The designers of the primary teacher training curriculum should be placed.

The teacher is considered the most basic element in the education system and his/her professional qualification, self-efficacy, interest, and professional mastery would have a determining impact on the quality of the teaching-learning process. This aim of this study was determining the primary school and high school teachers' qualification using integrative review of the related Iranian valid studies. For this purpose, electronic databases were searched using the Persian words with the aim of extracting the researches related to measuring the teachers' professional qualifications. Searching these databases was done between January and February 2021. Out of 100 PhD dissertations, research projects and the articles in Persian which were published during 2006-2021), 22 cases (15 articles, 4 research projects and 3 PhD dissertations) were screened based on the research criteria. Whittemore and Knafl’s integrative review method directed these texts' analysis. Open coding, and categorizing the relevant codes and themes resulted in 4 dimensions of qualifications (knowledge, skill, attitude/value/ and personality/ethical) at 3 levels (Above, within and below average). Findings showed that in general, the teachers were at an average level in terms of knowledge dimension. In the dimension of skill (including class management, planning and organizing the learning opportunities, active teaching methods and elements like assessment as well as using technologies in the teaching-learning process) they were ranked lower than average. However, teachers were above average in terms of value/attitude and personality/ethical dimensions. It was concluded that there is a need to develop and improve the professional qualifications of teachers with systematic planning based on the fundamental document for developing educational system and scientific researches.

The purpose of this study is to investigate the role of assessment based on collaborative learning activities on students' intellectual satisfaction and performance.

The mixed-method research was in the study with an explanatory design. In the quantitative part, the survey and quasi-experimental method, and in the qualitative, the case study was used. The statistical population in the survey was 124 students of educational sciences at Bu Ali Sina University in 2020-2021, of which 62 were selected as a sample by convenience sampling method that in the qualitative part, participants including 10 students were purposefully selected based on criteria sampling. A researcher-made questionnaire was used to collect data in a quantitative part and an interview strategy in a qualitative. The quantitative data analysis was analyzed using descriptive and inferential statistics, and the thematic method was to analyze qualitative data.

The findings of the quantitative section showed that the assessment based on collaborative learning activities affects students' academic satisfaction and performance. It was explained by themes such as Innovation in assessment method, pleasant feeling from emotional-cognitive interactions, enjoyable learning context, feeling of competence and sufficiency, feeling of peer value during the learning process, meaningful and high-level emotional learning, reduction of negative emotions, feeling of fair evaluation, feeling of satisfaction from genuine evaluation, consolidation of learning, the ability to transfer multiple learnings, synergistic learning through peers, acquiring multiple skills in media design and production, thinking in design, learning with a constructivist approach, forming dynamic learning communities.

Based on the findings of this study, it can conclude that assessment as learning leads to the learner becoming more active and increasing his academic performance and satisfaction during the learning process. Of course, it will happen if the approach of the instructional designer and teacher is the assessment as learning and collaborative learning-oriented is placed in the core of the instructional strategy and plays the role of agent, no disability. The other components of the teaching-learning process of collaboration must form based on it.

The purpose of the current research was to construct and validate an instrument for evaluating social responsibility in Razi University. For this purpose, the sequential exploratory mixed research method was used, and in the qualitative part, the focus group discussion method (n = 27) was utilized. The statistical population in the quantitative section were doctoral students, faculty members and experts of Razi University (N=1425), of which 152 were selected as a statistical sample using stratified proportional assignment sampling.  The external and content validity of the research tool was confirmed by the focus group discussion and the calculation of the content validity ratio and construct validity using the average variance extracted and its reliability through the calculation of composite reliability and Cronbach's alpha coefficient. The findings of the research showed that the activities of the university to fulfill its social responsibility towards society in 9 dimensions including responsibility towards students, responsibility towards staff and faculty members, economic responsibility, responsibility towards partner universities (inter-university cooperation), responsibility towards  the external society, responsibility for the environment, responsibility for quality education, responsibility for cultural development and responsibility for the leadership (management) of the university can be identified.  In total, these dimensions explain 81.518% of the variance of the university's social responsibility. In addition, the findings indicated that the activities of the university in the field of social responsibility do not have the same weight and each one has a different weight and contribution.

This study was conducted to determine the rate of students’ subjective well-being in elementary school in Tehran. The statistical population consisted of all primary school students in the 15th district of Tehran. From this population 410 students, 4 schools and 12 classrooms were selected by convenience sampling method. The present study followed a mixed approach including both quantitative and qualitative methods to answer a specific research question. The data for analysis were collected using the Kamali Elementary School Students’ Subjective Well-Being Scale (2019) as well as a researcher-made checklist. The results showed that among the six components of school happiness, the three components including "teacher teaching", "student friends" and "student self" are in a relatively satisfactory condition and in three components including "managerial executive", "cultural", "environmental" has been in a state of unsatisfactory happiness and dissatisfaction. A comparison of alignment results revealed that in seven classes, students' and researcher's opinions were consistent. In three classes where students' opinions did not agree with the researcher, the researcher evaluated the conditions better and the students did not consider the conditions appropriate.

The aim of this study was to compare the quality of extracurricular activities implemented in high schools in Qom based on nine elements of Klein. The research method is descriptive-survey and applied in terms of purpose. The study population includes principals, educators and junior high school students who were selected as a sample using simple random stratified sampling method and according to Morgan table 140, 119 and 401 people, respectively. The data collection tool was a researcher-made questionnaire.The content validity of the questionnaire was calculated by experts in the relevant field and the reliability was calculated using Cronbach's alpha coefficient of / 97. Descriptive and inferential statistical methods such as one-sample t-test, Kruskal-Wallis analysis of variance and Mann-Whitney U test were used to analyze the data.Research findings showed: 1. From the point of view of the managers of extracurricular activities implemented in the dimensions of "goals, educational materials" are in an unfavorable situation. 2. From the educators' point of view, the extracurricular activities implemented in the "learning time" dimension are in an unfavorable situation. 3. From the students' point of view, the extracurricular activities implemented in the dimensions of objectives, content, educational materials, learning activities, implementation strategies, evaluation, grouping, time and space are in an unfavorable situation