M. Omidian; H. Shokrkon
Abstract
This study was conducted to show the effect of observing active academic models on the subjects’ academic performance. The following hypotheses were tested: (1) observing active academic models enhances the subjects’ academic performance. (2) observing three active academic models enhances ...
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This study was conducted to show the effect of observing active academic models on the subjects’ academic performance. The following hypotheses were tested: (1) observing active academic models enhances the subjects’ academic performance. (2) observing three active academic models enhances the academic performance to a greater extent than observing just one model. The sample consisted of 102 subjects, selected randomly and assigned randomly to three comparison groups. The first group watched a film of one same-age active model. The second group watched a film of three same-age active academic models, and the third, or the control group, was not exposed to any film. The preformance index consisted of the difference between the subjects’ pre-test and post-test scores on an exercise task of difficult words and a dictation exam. Data were also gathered concerning the subjects’ socio-economic status. Analysis of variance and multiple comparison methods were used to test the hypotheses. The results confirmed our first hypothesis, but not the second one. The socio-economic status did not show either a main effect or an interaction effect on subjects’ academic performance.
A. R. Kiamanesh
Abstract
The Third International Mathematics and Science Study (TIMSS) is the largest and the most important comparative survey carried out internationally by the International Association for the Evaluation of Educational Achievement (TEA).
The study was carried out among samples of 9-,13-, and 17-year-old ...
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The Third International Mathematics and Science Study (TIMSS) is the largest and the most important comparative survey carried out internationally by the International Association for the Evaluation of Educational Achievement (TEA).
The study was carried out among samples of 9-,13-, and 17-year-old students using paper and pencil tests and performance tasks in math and science. The results obtained from the science tests taken by 13-yesr-old Iranian subjects in 192 guidance schools are presentcd here in terms of content and expected performance. It should be noted that in each school one class of second graders and one class of third graders took the tests.
In general, the performance of girls was lower than that of boys. That is, the mean correct responses for the third grade girls and boys on the total science test and its subtests were 45% and 49.3%, respectively. Moreover, for the 2nd graders, these percentages were 40% and 43.3%, respectively. It should be noted that increasing the difficulty level of expected performance resulted in the average correct responses. The average scores for third graders on the total science test and its tour subcategories were lower than those of the counterpart samples in other participant countries. Further, the students who were studying in one grade lower in other countries outperformed the Iranian third graders. Regarding the performance of the second graders, it should be stated their performance on the whole science test and also its four subtests was similar to that of the third graders. Only in chemistry subtest, the Iranian 3rd and 2nd graders scored higher than other participants. The improvement in science was 5.5% for the Iranian students after two years of schooling, compared with 6% for other countries. In general, third graders attained 47.4% of the intended curriculum in the science exam and 50% of the intended curriculim in the Iranian textbooks. The same statistics for the 2nd graders are 41.9% and 45%, respectively. In fact, the average performance of second and third graders was lower than the international and national standards, i. e., 50% correct resopnse from the intended curriculum.
H. Sepasi
Abstract
In this article attempt has been made to introduce the new test theory, i. e. item response theory, (IRT). The major reason for the development of this new theory was the criticism raised by new psychometrician against old one, i. e. The classical test theory (CTT). Traces of this theory can be found ...
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In this article attempt has been made to introduce the new test theory, i. e. item response theory, (IRT). The major reason for the development of this new theory was the criticism raised by new psychometrician against old one, i. e. The classical test theory (CTT). Traces of this theory can be found in the work of Lowely. In recent years, other test specialists like Lord, and Brinbuam have played a major role in introducing the IRT. In this theory the total test score does not appear to play a very significant role in interperting examinee performance, rather, the test items are studied individually. The theory uses item characteristics curve parameters such as difficulty and discrimination indices to estimate the probability of examinee’s correct response to each test item. This theory is based mainly on two basic assumptions: local independence and unidimensionality of latent trait space. Based on these two assumptions, the probability of correct answers to every test item was first investigated by cummulative normal ogive curve and then by logistic curve for its simpilicity to work with. Lord introduced normal ogive curve, then it was Brinbaum who replaced the normal ogive by logistic curve to facilitate computation. He also designed one-parameter model, (difficulty parameter), two-parameter model (difficulty and discrimination), and three parameter model (difficulty, discrimination, and, guess), all of which can be used in constructing psychological and educational tests.
A. Aboighasemi; A. Asadi Moghaddam; B. Najarian; H. Shokrkon
Abstract
In this study, a short scale entitled TAI (Test Anxiety Inventory) was constructed by factor analysis for the measurement of test anxiety. TAI was found to possess satisfactory internal consistency and test-retest reliability. The validity of TAI was also assessed by concurrent administration of ANQ ...
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In this study, a short scale entitled TAI (Test Anxiety Inventory) was constructed by factor analysis for the measurement of test anxiety. TAI was found to possess satisfactory internal consistency and test-retest reliability. The validity of TAI was also assessed by concurrent administration of ANQ (Anxiety Questionnaire) and Coopersmith’s Self-Esteem Scale. The results of these two validity studies indicate that TM is a valid instrument for the measurement of test anxiety in the general (normal) population. The percentile points for the raw scores on TAI were also assessed. The authors suggest that further studies aimed at examining the psychometric properties of TAI should he carried Out in the future.
A. Delavar; J. Yarali
Abstract
This research project was aimed at standardization of D. 70 Test for the high school students of Abadeh. In this study, 800 students were selected from their population by a systematic random sampling method. All subjects completed the D. 70 Test, Ghisclli’s Achievement Motivation Test, Raven’s ...
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This research project was aimed at standardization of D. 70 Test for the high school students of Abadeh. In this study, 800 students were selected from their population by a systematic random sampling method. All subjects completed the D. 70 Test, Ghisclli’s Achievement Motivation Test, Raven’s Progressive Matrices (Standard Form), and Anre Ray’s Memory Test (Card A). The D. 70 Test has been constructed as an equivalent form for the D. 48 Test in France. The reliability coefficients of D. 70 Test have been resported to range from .68 (Thomas and Chissom. 1979), to .9 (Kowrousky et. al. 1970) through .92 (Carrathers, 1982). The reliability coefficients of D.70 Test in this study were found to he .88 by odd-even split-half method. The validity coefficients of D. 70 Test have been reported to be from .13, .39 and .56 (between D. 70 and equivalent tests) to .66, .67 and .87 (between D. 70 and D. 48). In the present study, the criterion validity coefficient of D.70 Test was .36 (between GPAs and D. 70). Furthermore, its construct validity coefficients were .36 (between Progressive Matrices and D. 70), .14 (between Achievement Motivation Test and D. 70), and .28 (between Memory Test and D.70); the validity coefficients were all statistically significant at P=.01.
- -; M.A. Moosavi
H. Alham poor
M. Kokabi
