azam moghadam; mohammadreza falsafinejhad; norali farokhi; masoomeh estaji
Abstract
Traditional approaches in educational measurement have some practical and theoretical challenges in demonstrating language competencies and their abilities in assessment candidates' skills and selecting them have been questioned. In order to overcome these restrictions cognitive diagnostic models (CDMs) ...
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Traditional approaches in educational measurement have some practical and theoretical challenges in demonstrating language competencies and their abilities in assessment candidates' skills and selecting them have been questioned. In order to overcome these restrictions cognitive diagnostic models (CDMs) have been introduced and applied. Objective: The purpose of this study was diagnostic analysis of reading comprehension items of a general English language test (PhD entrance exam) to investigate underlying skills of a given test, inspection of model convergence and its fit, diagnostic power of the test and the mastery status of examinees. Method: The study conducted in cognitive diagnostic modeling. The population was all PhD candidates which majored in English teaching, linguistics, translation, and English literature. 2754 examinees were used as a sample. Task analysis, coding and verbal reports were applied to determine underlying skills of the test. Results: In qualitative section, 6 skills including using vocabulary knowledge, using syntactic knowledge, extracting explicit information or scan, drawing inference, connecting and synthesizing and using pragmatic knowledge were investigated. Also, quantitative analyses using non-compensatory reduced fusion model (FM) based on a Monte Carlo Markov chain (MCMC) indicated MCMC convergence and model fit and possibility of application of fusion model in English language's tests. The ability parameters were low for all skills. Using vocabulary knowledge was the simplest skill. The mean of item proportion-correct scores was .42 and the test did not have a high diagnostic power. Discussion and conclusion: Using cognitive diagnostic models in general and fusion model in particular results in achieving more information about tests and examinees' responses and it helps to reach the goal of assessment for learning and classify examinees as masters or non-masters correctly. Key Words: Cognitive Diagnostic Models (CDMs), Non-compensatory Fusion Model (FM), Reading Comprehension's Skills, and English Language
yousef yousefi; nour ali farokhi
Abstract
Background: Nowadays, authorities give more attention to the creation of motivation in students in order to direct their activities and make them active. Despite the importance of this issue, contradictions are seen in the results of educational motivation researches. Objective: This study was aimed ...
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Background: Nowadays, authorities give more attention to the creation of motivation in students in order to direct their activities and make them active. Despite the importance of this issue, contradictions are seen in the results of educational motivation researches. Objective: This study was aimed at reviewing researches conducted into factors affecting educational motivation and was carried out using meta-analysis method. Method: The population of the present study consisted of all researches on learning motivation recorded in SID, Magiran, and Irandoc databases from 1992 to 2012. A sample of 132 researches was chosen according to the criteria for inclusion in the study, and their data was recorded on the meta-analysis worksheet prepared by the researcher. Overall effect size calculation, Number of Partial Safety (Nfs) ^ Q-test were used for data analysis using CMA-2 software. Results: The results indicated that the following variables have the most effects in learning motivation respectively: learning strategies (ES=0/479), self-efficacy (ES= 0/405), self-esteem (ES= 0/384), selfregulation (ES=0/333), academic achievement (ES=0/329), test anxiety (ES^ -0/196) and gender (ES= 0/037). The analysis of the homogeneity of studies showed that the combined studies were heterogeneous in all variables. The analysis of the number of partial safety indicator also suggested that there was no publication bias among integrated studies in variables.
farzaneh Roaei; ali delavar; noreali farokhi
Volume 1, Issue 4 , July 2011, , Pages 1-25
Abstract
The current paper reviews the concept of meta analysis of Anxiety & Depression researches in 1363-1385 at University of Allameh Tabatabaei university , faculty of psychology and education science . The relevant controls were convenient for the present research in order to study the aspect of ...
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The current paper reviews the concept of meta analysis of Anxiety & Depression researches in 1363-1385 at University of Allameh Tabatabaei university , faculty of psychology and education science . The relevant controls were convenient for the present research in order to study the aspect of Anxiety & Depression, therefore a number of 41 cases from 55 on anxiety including 36 case out of 59 on depression were optimized for meta analysis . Research methodology is structured due to revision in connection with descriptive statistics device ,meanwhile it is meta analysis in terms of inferential statistics , therefore software of CMA (Comprehensive Meta Analysis ) & SPSS used to analyze collected data . The whole Research analyzed in connection with significant of case reliability. Statistical method t (dependent & independent) is significant in scope of cause of effect in anxiety and way of anxiety therapy methods including cause and effect on depression for depression therapy methods .The sampling is cluster form , while sampling method for accessibility in Research linked to causes and anxiety factors , though the anxiety therapy method and accessible sampling method plus random sampling method are in significant range. The methods of randomly and cluster samplings in the field of cause and effect are depression components furthermore randomly sampling method in depression therapy method are significant too. The Research methodology used in cause , comparative and correlation area over cause and effect of anxiety ,while anxiety therapy methods ,the case of experimental & semi experimental methods are in significant range too. The results arisen by this paper demonstrate that Research carried out in the fields of anxiety and depression deserve more revision and modification because novel Researches are critical for application specifically in both fields concerned.
