Ali Baniasadi; Keyvan Salehi; Ebrahim Khodaie; khosrow bagheri; Balal izanloo
Abstract
IntroductionFairness is an important quality of classroom assessment as a continuous process that affects learners' beliefs, mentality, motivation, satisfaction, and performance. The main purpose of this study was to construct a rubric for evaluating fairness in classroom assessment.MethodFor this purpose, ...
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IntroductionFairness is an important quality of classroom assessment as a continuous process that affects learners' beliefs, mentality, motivation, satisfaction, and performance. The main purpose of this study was to construct a rubric for evaluating fairness in classroom assessment.MethodFor this purpose, based on an exploratory sequential mixed methods design, two studies were conducted. In the first study, using purposive sampling of the criterion type, 39 individual interviews with key informants including faculty members and graduate students of the University of Tehran, a group interview and a Focus group interview was conducted and in the second study, 511 students from the University of Tehran were selected through three-stage cluster sampling. Qualitative data analysis led to the identification of a conceptual model including the four main themes of "procedural fairness", "interactional fairness", "nature of assessment" and "fairness in the paper-pencil test" as the basis for the development of criteria and making Rubric. In the second study, the psychometric properties of Rubric were investigated using content validity, item analysis, construct validity and reliability determination.ResultsThe content validity of each criterion was higher than the standard value of 0.78 and the validity of the overall scale was 0.94. The results of exploratory factor analysis showed the extraction of three factors of procedural fairness, the nature of measurement and interactional fairness, which explained 57.08% of the total variance of variables. The results of factor analysis along with the study of discrimination and difficulty coefficients of items led to the elimination of three weak criteria and the final rubric was compiled with 17 criteria. The calculated Cronbach's alpha for procedural fairness, the nature of assessment and interactional fairness were 0.87, 0.84 and 0.79, respectively. Also, the retest coefficient for them was calculated at the desired level and 0.65, 0.63 and 0.54, respectively.DiscussionAccording to the desirable psychometric properties of the rubric, this rubric can help to increase the literacy of professors, increase the quality of teaching and assessment and strengthen the civic and educational behaviors of students by identifying the strengths and weaknesses of professors in the field of fairness.
zahra abolhasani; marziyeh dehghani; mohamad javadipour; Keyvan Salehi; nasrin mohamad hasani
Abstract
IntroductionDue to the usability of the work and technology curriculum in life, as well as its important role in motivating and aspiring to jobs in society and helping to choose a field, the country's educational system has paid special attention to the work and technology curriculum. The purpose of ...
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IntroductionDue to the usability of the work and technology curriculum in life, as well as its important role in motivating and aspiring to jobs in society and helping to choose a field, the country's educational system has paid special attention to the work and technology curriculum. The purpose of this study was to qualitatively review the challenges and strengths of the work and technology curriculum and strategies to improve the implementation of the work and technology curriculum. MethodFor this purpose, the phenomenographic method was used. Targeted sampling method with snowball technique was available for experts and targeted teachers, number of participants according to data saturation 6 experts; 25 teachers were selected. Semi-structured interviews were used to collect data. Data analysis was performed using a 7-step clays method. To validate the data strategies such as data collection triangulation; Interviewees' reviews of the impressions and codings and the review of the collaborating researchers and the agreement between the researcher and the participants in the research were used.ResultsResearch results in three sections: challenges and obstacles to implementation; The strengths of the work and technology curriculum and the proposed solutions to improve this were obtained from the perspective of experts and teachers.DiscussionFindings were obtained from the perspective of teachers and experts that the challenges and obstacles to the implementation of work and technology course include five themes "limitation, teacher, content relevance, comprehensive evaluation system, social factors" with eleven sub-themes "facilities, financial resources, physical space , Time, specialized teacher, skill category (knowledge enhancement), disproportion to the need, imbalance in content, weakness in the implementation of evaluation, lack of cultural background, low status and value of work and technology among officials "and the strengths of the two "Technical aspect, knowledge-building" and five sub-themes "entrepreneurship, appropriate academic guidance, creativity, craftsmanship, general skills" and in the solutions two themes "improving curriculum elements, motivating" and six sub-themes "content, evaluation" "Facilities, hidden curriculum, communication channels, salaries and benefits.”
Mahdi Ghorbankhani; Keyvan Salehi; Ali Moghaddam Zadeh
Abstract
Introduction : Distorting evaluation results is one of the most devastating damage that it threatens the dynamism of any system. The main purpose of this study is to design a Pseudo Evaluation Questionnaire (PEQ) for elementary schools. Identifying and measuring the factors that lead to Pseudo evaluations ...
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Introduction : Distorting evaluation results is one of the most devastating damage that it threatens the dynamism of any system. The main purpose of this study is to design a Pseudo Evaluation Questionnaire (PEQ) for elementary schools. Identifying and measuring the factors that lead to Pseudo evaluations in school is very important. We conduct two studies for the structure of the PEQ. In the first study, we demonstrate the possible causes of pseudo evaluation in elementary school. In the second study, we use exploratory and confirmatory factor analysis methodologies to examine the factor structure of the PEQ. Method : In order to achieve research goals, we use exploratory mixed method. In the first study, 30 individuals were selected through Purposeful Sampling and in the second study, 714 teachers were selected through cluster sampling from elementary school teachers in Tehran. We also check its reliability and validity in different ways. For reliability, omega, alpha and marginal coefficients were estimated. Results : Qualitative data led to the identification of 4 main factors using the Colaizzi method. These main factors are: Teacher professional agency, management and planning, evaluation tools and techniques, interpersonal relationships. In the second study, results of exploratory and confirmatory factor analysis confirmed the structure of Study 1, in addition to providing evidence for the PEQ’s predictability. In the next section Graded Response Model (GRM) used to examine the characteristics of items and data fit. The result of this section was that 2 items were removed due to inappropriateness. After a thorough examination of the items, 35 items remained . Discussion : Overall, the results indicate that the PEQ measures the factors of pseudo evaluation which can help to identify possible causes of pseudo evaluation in elementary schools. By identifying these factors, its consequences can be prevented as much as possible.
