Ali Baniasadi; Keyvan Salehi; Ebrahim Khodaie; Khosro Bagheri; Balal Izanloo
Abstract
The present study aimed to investigate the psychometric properties of fair classroom assessment Rubric based on Item-Response theory. For this purpose, a sample of 511 students of the University of Tehran was selected by the available sampling method and answered Rubric questions. At this stage, to determine ...
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The present study aimed to investigate the psychometric properties of fair classroom assessment Rubric based on Item-Response theory. For this purpose, a sample of 511 students of the University of Tehran was selected by the available sampling method and answered Rubric questions. At this stage, to determine the application of unidimensional or multidimensional models, DETECT and parallel analysis methods were used. The results of both methods rejected the unidimensionality of the data and the results of the parallel analysis showed the extraction of three factors from the data. Also, the comparison of unidimensional and multidimensional model fit indices including log-likelihood, likelihood ratio, Root Mean Square Error of Approximation and comparison of Bayesian and Akaike information criteria confirmed the better fit of the multidimensional model for the data. Thus, due to the polytomous of the answers to the questions, the multidimensional graded response model was used to estimate the parameters of the questions. The reliability of each of the subscales of procedural fairness, nature of assessment and interactional fairness were 0.85, 0.69 and 0.63, respectively. Estimation of the discrimination parameters ranged from 1.048 to 5.802, which showed that all the questions performed well in the discrimination of the upper and lower levels of the fair classroom assessment, and after controlling the false discovery rate, the S-X2 statistic showed a good fit of all Rubric questions. In general, the results of this study show that the developed Rubric has appropriate psychometric properties to evaluate the quality of fairness in the classroom assessment.
Marzieh Saviz; Elaheh Hejazi; Keyvan Salehi; Gholamali Afrooz
Abstract
Morality is recognized as a context and culture dependent concept and the correct measurement of morality by means of valid and appropriate instruments of the related context and culture has always been the focus of psychologists. The main purpose of this study was to develop a scale for assessing morality ...
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Morality is recognized as a context and culture dependent concept and the correct measurement of morality by means of valid and appropriate instruments of the related context and culture has always been the focus of psychologists. The main purpose of this study was to develop a scale for assessing morality in Iranian adolescents and to validate this scale. The research method was a mixed method and the design was exploratory and tool development. The research sample in the quantitative section consisted of 1823 first grade male and female students in districts 4, 2, 3, 16 and 11 of Tehran who were selected by multistage sampling.In the qualitative section after the qualitative analysis of the interviews, it was determined that Iranian adolescents define ethics in seven categories: justice, care, moral agency, moral sensitivity, moral responsibility, moral motivation, and personal values. Using qualitative findings, the moral tool was constructed and after preliminary implementation, the validity and reliability of the original sample was assessed.The content validity of the scale was confirmed by experts and with CVR index of 0.91. The criterion validity was assessed by running the Davies Empathy Questionnaire (1983) and the correlation coefficients of the two questionnaires. The construct validity was confirmed by second-order factor analysis as well as the mean variance extracted (AVE). The reliability of the instrument was confirmed by internal consistency and Cronbach's alpha coefficients (0.87) and composite reliability test for components ranged from 0.72 to 0.87. According to the results of this study, the instrument of moral development of adolescents for measuring this construct in Iranian samples has good reliability and validity.
