Seiedali jafari; jalil Younesi; ebrahim khodaie; noorali farrokhi; ali moghadamzadeh
Abstract
Conditional Standard Error of Measurement (CSEM), which estimates the standard error of measurement at different score levels, is a critical index for measurement precision and aids in interpreting reported test scores. This study aimed to examine the stability of CSEM using three scaling methods—arcsine ...
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Conditional Standard Error of Measurement (CSEM), which estimates the standard error of measurement at different score levels, is a critical index for measurement precision and aids in interpreting reported test scores. This study aimed to examine the stability of CSEM using three scaling methods—arcsine score transformation, general variance stabilization (gvs), and cubic transformation—across different test formats (multiple-choice, essay, and mixed). Data were drawn from a standardized test combining multiple-choice and essay questions, with two pseudo-tests designed based on separate formats. Results showed that the stability of CSEM depends on test format and structural features. The arcsine method was most stable for multiple-choice tests and performed well in mixed-format tests. The general variance stabilization (gvs) method excelled in mixed tests, providing the most stable CSEM with the least error across the ability scale. The cubic method also demonstrated better stability in mixed tests. These findings highlight the need to select scaling methods based on test characteristics and evaluation goals.
Zohreh Ardaghian; Mohammad Salehi; ali delavar; Reza yousefi saeed abadi
Abstract
The aim of this study is to analyze the competencies that affect the acceptance and use of educational technologies with a cognitive and motivational approach among teachers and trainers of technical and vocational centers across the country. The data collection process included administering a questionnaire ...
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The aim of this study is to analyze the competencies that affect the acceptance and use of educational technologies with a cognitive and motivational approach among teachers and trainers of technical and vocational centers across the country. The data collection process included administering a questionnaire to a sample of 190 teachers and trainers of technical and vocational centers across the country. In addition, semi-structured interviews were conducted with 18 experts, specialists, and knowledgeable individuals to gather deeper insights. Using the content analysis method, 87 indicators (items), 2 main dimensions, and 12 components can be identified. The face and content validity of the questionnaire has been confirmed by experts. Also, convergent and divergent validity were used to examine the construct validity, and Cronbach's alpha and composite reliability were used to measure reliability. Descriptive and inferential statistical methods and structural equation analysis using Smart PLS software were used to analyze the data. The results of the current situation in 12 components of integrated cognitive and motivational competencies of educators and lecturers are significant. The ranking results indicate that the professional skills of educators, the development of creativity and the desire to innovate using technology and the motivation for change and the spirit of curiosity are the main competencies. The results of the structural equation model show that all the components identified for integrated cognitive and motivational competencies are significantly related to these structures. In other words, these components have been able to explain these structures well. Positive values of the redundancy validity index for all components indicate good model fit and appropriate predictive power. The coefficient of determination of the average shows that the value of the standardized root mean square residual index and the normal fit index obtained indicate a good fit of the model.
