فصلنامه مطالعات اندازه گیری و ارزشیابی آموزشی
پیاپی 36 (زمستان 1400)

The aim of this study was to check the validity and reliability of the short seven-item servant leadership form (SL-7) in school principals. Considering the structure of the short form based on the survey of subordinates, the research population was all secondary school teachers in Kurdistan province, from which a sample of 400 teachers was selected by stratified random sampling to perform two stages of exploratory and confirmation.

The research method was quantitative two-stage correlation studies (exploration-confirmation). To collect data from the short seven-item servant leadership form (SL-7) Liden et al. (2015); the 28-item Servant Leadership Form (SL-28) by Liden et al. (2008) and the Nonaka & Takachi  (1995) Knowledge Management Questionnaire were used. To determine the validity of the instrument from techniques 1) Structural validity with two methods of exploratory factor analysis and confirmatory factor analysis 2) Convergent and divergent validity and to determine the reliability of the instrument from Cronbach's alpha methods and composite reliability by Spssv.25 and Lisrel software. 10.30 action was taken.

The results showed that: The short form of servant leadership 1) has appropriate structural validity (exploratory and confirmatory factor analysis). 2) It has suitable convergent and divergent validity. 3) It has suitable reliability (Cronbach and composite).

Finally, the short seven-item form of servant leadership can be used in research studies to assess servant leadership.

This study was conducted with the aim of identifying the dimensions and levels of quality culture in higher education system.

This study is a systematic review that was conducted in 2021. The sample of this study was 22 studies that led to the final review among 71 quantitative, qualitative and initial mixed Method studies identified in this field, which were evaluated and approved according to the CASP method. Searching international databases such as SID, Megairan, Civilica, Proquest, ERIC, SAGE, Elsevier, Google Scholar, Taylor and Francis ran from 2005 to 2021.

Data analysis resulted in the Identification of 147 Indicators, 37 criteria. The results of this study showed that the culture of academic quality is the result of multiple and multi-layered relationships based on individual, organizational and extra-organizational dimensions and six levels of staff It is a public culture

Based on the findings, it can be used in operational planning to promote a culture of quality in the higher education system in relevant organizations and academic systems at various levels.

Each educational institution should redouble its efforts to maintain and measure knowledge in today's competitive market in order to identify and measure knowledge, so creating a mechanism that can analyze the dimensions of knowledge measurement of faculty members and examine related scenarios is the objectives of this study.

The present study is a practical, survey and descriptive research. Based on the logic of research, it’s a qualitative – qualitative research. The study population consists of all faculty members active in the state universities of Yazd province, which have theoretical knowledge or practical experience in the field of human capital management and education management. Among members of the population, 12 people were selected as samples based on the judgmental sampling method. In this study, fuzzy cognitive map method is used to analyze collected data.

The results showed that in the model of measuring the knowledge of faculty members in universities of Iran, specialized skills are in the first place in terms of the degree of centrality. After that, managerial ability, applied scientific ability, basic scientific ability and skill in interaction and communication are in the next ranks

According to the output and input points, specialized skills were identified as the most effective dimension and managerial ability as the most effective dimension in measuring the knowledge of faculty members. Then, based on the centrality of each dimension of knowledge measurement, the scenario was developed and reviewed.

Nowadays, artificial intelligence (AI) has become part of everyone's life. It has almost impacted all aspects of human life, including education and has become an important global topic. Virtual reality (VR) is one of the most beneficial tools for implementing AI in education. By combining these two technologies, programs and games can be produced to facilitate the process of students' learning and understanding of scientific concepts. AI and VR can create the most accurate scenarios and simulations to provide an influential education and eliminate the boundaries of time and place in front of learning. The applications of AI in education and its tasks are different according to the target which can be student, instructor or institution. The present review aims to analyze the integration of AI and VR in education and discuss the advantages and disadvantages of the integration. Furthermore, the challenges of the integration, the importance of cognitive beliefs and how to create a passion for learning through using these technologies are discussed.

Therefore, the paper provides an overview of the AI and VR roles in education.

In conclusion, the application of AI and VR in education is continuously expanding and by employing new concepts, new methods and new approaches, education will have significantly improved.

The present study aimed to identify accreditation dimensions and criteria, emphasizing the teaching-learning process in e-higher education institutions.

The research method is applied in terms of purpose and also in terms of data collection; the descriptive phenomenological is used using a qualitative approach. Participants in this study included; Experts and specialists in e-learning, evaluation, and quality assurance in the higher education system. In order to achieve the objectives of the research, first, literature, theoretical foundations, and scientific documents related to the research topic were studied. Then international accreditation agencies in the field of e-learning were examined. Information was purposefully collected using a semi-structured interview method with 14 experts and then analyzed using the content analysis method.

Based on the results of the research findings, the accreditation model with emphasis on the teaching-learning process are in four dimensions include: Classroom management in e-context, Technology and e-learning systems required in the teaching-learning process, the support system in e-context and Transformational technologies in education (augmented reality and virtual reality - mobile learning - artificial intelligence - machine learning - intelligent assistant - video-based learning - micro-learning - educational games).

The designed model can be used as a model for evaluating the e-learning process.

This study aims to introduce this scale for Dichotomous Responses and shows the application of it in the field of educational measurements/assessments by providing evidence of fitting Mokken in study the level of knowledge of the fifth- and sixth-year students of Kerman dental school (academic year 95-96) about blood pressure (BP)measurement technique according the guideline of the American Heart Association.

Mokken scale analysis (MSA) is a probabilistic-nonparametric approach to Item Response Theory (IRT) that can be used to evaluate fundamental measurement properties in educational and psychological measurements with less strict assumptions than parametric IRT models.

The results of secondary data analysis of the test included 14 items and all of 131 students, showed (using R software), that, the scalability coefficients of each item and the scalability coefficients of the item pairs were positive with low standard error. The overall scalability coefficient was 0.490 (medium), and omission of item 5 increased the overall scalability coefficient to 0.54 (strong/high). Therefore, the results under the monotone homogeneity Model (MH) showed no violations of monotonicity and one-dimension was obtained. Invariant item-ordering Results from IIO analyses showed the number of violations from the assumption of non-intersecting response functions, bottom-up method for selecting items confirmed the deletion of item 5. Obtaining the HT scalability coefficient of 0.45, was an evidence of fitting double monotonicity (DM) model. Four reliability coefficients calculated for the set of 13 items ranged from 0.86 to 0.91.

This study showed that this scale can be used to rank both individuals and items.