mohamad askari; akram mazlomi
Volume 2, Issue 4 , July 2011, , Pages 1-31
Abstract
The aim of this study was to determine the effect of training the components of “assessment as learning” on the self-concept and mathematic academic achievement of the third grade students in Arak guidance schools. A sample of 67 students (including 2 classes), selected through multi-phase ...
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The aim of this study was to determine the effect of training the components of “assessment as learning” on the self-concept and mathematic academic achievement of the third grade students in Arak guidance schools. A sample of 67 students (including 2 classes), selected through multi-phase random selection, was assigned to both experimental and control groups. An Ahlovalia self-concept pretest was administered to both groups and the scores of mathematics from formative assessment during the first 45 days of the semester were considered as pretest scores. Then, the experimental group attended training the components of “assessment as learning” for 12 sessions, but the control group received no treatment. Finally, both groups were administered Ahlovalia self-concept post-test and the scores of mathematics from formative assessment during the three months training the components of “assessment as learning” were considered as post-test scores mathematics. Data analysis through MANOVA showed that the training the components of “assessment as learning” significantly increased the self-concept and the mathematic academic achievement of the subjects at p=0/01 level. Also, training the components of “assessment as learning” had positively affected all sub-scale related to self-concept except the behavior subscale.
mohammad askari; sasan maleki
Volume 1, Issue 1 , October 2010, , Pages 1-23
Abstract
To test the reliability, validity and normalization of CTST in Malayer University, a sample size of 340 male and female students was randomly selected. The subjects answered the above-mentioned test under the same condition. The items of the test were translated and adapted to the Iranian culture. The ...
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To test the reliability, validity and normalization of CTST in Malayer University, a sample size of 340 male and female students was randomly selected. The subjects answered the above-mentioned test under the same condition. The items of the test were translated and adapted to the Iranian culture. The reliability of the test was calculated as 0.689 through the use of Kuder-Richardson, 0.558 through test split half, and 0.652 through test-retest methods. The validity of the test was determined through construct validity (convergent and divergent validities). Correlation of the test score was calculated as 0.64 through the application of Watson-Glaser Critical Thinking Test. Additionally, the correlation of the test with regard to the students' achievement and Cattle anxiety test was calculated as 0.31 and -0.25, respectively, which showed that critical thinking, academic achievement and anxiety are different constructs. Factor analysis of the answered questions revealed that the test includes 15 factors with the Eigen value greater than 1 which justifies 61.42% of the variance in the whole test. It is, however, worth mentioning that within the first three factors that included more than three questions had a factor loud greater than 0.3. No significant difference was observed in the test score mean among the various educational and sex groups.
