Somayeh Bahmanabadi; Mohammad reza Falsafinejad; Ali Delavar; noorali farrokhi; asghar minaei
Abstract
AbstractIdentification of the consequences of violations of the assumptions of measurement models is a major concern in the field of psychometrics. The purpose of the present study was to investigating the role of test dimensionality violation in equating errors of IRT and classical theory models. Research ...
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AbstractIdentification of the consequences of violations of the assumptions of measurement models is a major concern in the field of psychometrics. The purpose of the present study was to investigating the role of test dimensionality violation in equating errors of IRT and classical theory models. Research method was experimental and a 3 × 3 factorial design was used. The study population consisted of all the Mathematical and Technical Sciences Entrance Examiners in 2017 and 2018. The sample group consisted of 5000 examiners who were selected by random sampling. Mathematic test (55 items) was used for equating that three different types of data structure including one-dimensional, two- dimensional and three-dimensional data was generated from it. Data was equated with three equating methods including equipercentile method, true score and observed score equating method. Equating standard errors, bias and root mean square error were used to evaluate the effects of independent variables. To determine the error statistics, the equating results in all three datasets and the three equating methods were repeated 20 times in different samples. Data analysis showed that violation of dimensionality increases equating standard error, bias of equating results and the root mean square error. The bias of equating results in classical methods is more than the IRT methods. The effect of dimensionality violation on equating errors was not different between the classical theory and IRT models.
Maryam Parsaeian; Ebrahim Khodaie; Balal Izanloo; Keyvan Salehi; sima naghizadeh
Abstract
The Youden index is a commonly used summary measure for the Receiver Operator Characteristic (ROC) curve that both measures the performance of a criterion-referenced test and specifies the cutoff score value for the test. This research aims to compare and evaluate three empirical non-parametric estimation ...
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The Youden index is a commonly used summary measure for the Receiver Operator Characteristic (ROC) curve that both measures the performance of a criterion-referenced test and specifies the cutoff score value for the test. This research aims to compare and evaluate three empirical non-parametric estimation methods, kernel with Silverman's bandwidth method and kernel with maximum likelihood cross-validation bandwidth method to calculate the value of Youden's index. In this research, bootstrap standard error (BSE), root mean square error (RMSE), square integrated error (ISE) and mean square integrated error (MISE) indices were used to evaluate the performance. The results show that the kernel method with maximum likelihood cross-validation had a higher Youden index value. The obtained cutoff scores were 479 for the kernel methods and 465 for the empirical method. According to the acceptable results of the evaluation indices, kernel methods especially with the optimal bandwidth of the maximum likelihood cross-validation lead to more reliable estimates of the Youden index and the cutoff score in Tolimo test results.
Masoomeh Estaji; Reza Morad Sahraee; Monire Shahbaz
Abstract
The present study investigated repair fluency, one of the three main aspects of fluency in Skehan’s model (2003; 2009), across different proficiency levels using the giver test-taker data in a speaking test. There are three main aspects of fluency in the model: Speed fluency, breakdown fluency, ...
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The present study investigated repair fluency, one of the three main aspects of fluency in Skehan’s model (2003; 2009), across different proficiency levels using the giver test-taker data in a speaking test. There are three main aspects of fluency in the model: Speed fluency, breakdown fluency, and repair fluency. To date, there is no research aiming to measure the speech fluency of foreign Persian test takers. Therefore, this study sought to achieve an appropriate rating scale for speech fluency. The study, in particular, has examined some parts of the repair fluency construct in the mentioned model, specifically repetition and false starts, and attempted to determine the extent to which repetitions and false starts varied across different Persian proficiency levels of foreign Persian test-takers. This study transcribed, rated, and labeled repetitions and false starts of 23 foreign Persian language learners taking a speaking test. The spoken data were classified into four proficiency levels according to the Persian Teaching Standard Reference (PTSR), namely pre-intermediate, intermediate, upper-intermediate, and advanced. The duration of recordings was 44 minutes in total (11 minutes for each level). The results were analyzed, using the Kruskal-Wallis test, and revealed that false starts and repetitions did not make a distinction across Persian proficiency levels. The findings imply that raters and rating scale designers do not need to consider repetitions and false starts for identifying or describing different Persian proficiency levels.
Seyedeh Khadijeh Amirian; Afzal Sadat Hoseini Dehshiri
Abstract
Ethical values are a subject of academic and public interest. The aim of this study was to investigate the psychometric properties of the Ethical Values Assessment (EVA). The study population was all students studying at the University of Tehran in 1400-1401, of whom 422 participated in the study. The ...
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Ethical values are a subject of academic and public interest. The aim of this study was to investigate the psychometric properties of the Ethical Values Assessment (EVA). The study population was all students studying at the University of Tehran in 1400-1401, of whom 422 participated in the study. The sample size was determined using Cochran's formula. Participants responded to the Ethical Values Scale (Padilla-Walker & Jensen, 2016), Self Perception Profile for Children (Harter, 1989), Religious Commitment Inventory (Worthington et al., 2003), and the quality of relationships inventory (Pierce et al., 1991), which were provided to them online. The analyzes were performed with SPSS22 and Amos22 and in several steps including item analysis, exploratory factor analysis, confirmatory factor analysis, reliability and convergent validity. Results: The results of item analysis showed that all items are sufficient. Exploratory factor analysis led to the extraction of three factors, which were (Based on eigenvalue): ethics of divinity, Community and autonomy. The second-order confirmatory factor analysis also confirmed the three-factor structure along with a general factor of ethical values. The convergent validity of this questionnaire and the total reliability and the reliability of the factors also were appropriate. The questionnaire for measuring ethical values in the Iranian student community has good reliability and validity; Therefore, it can be used as a valid tool to measure ethical values in students.
Mazhar Babaee; Narin rohani; Fateme deyjour
Abstract
The aim of the current research was to evaluate the hidden factors affecting the mentality of university Faculty Members s in the evaluations of students at the end of the semester. The qualitative approach and evaluation research method of the situational assessment type was used to achieve this goal. ...
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The aim of the current research was to evaluate the hidden factors affecting the mentality of university Faculty Members s in the evaluations of students at the end of the semester. The qualitative approach and evaluation research method of the situational assessment type was used to achieve this goal. The field of research included the Faculty Members s of Farhangian University of Kurdistan province in the academic year of 2021-2022, who were selected by a targeted and standardized sampling method. The selection criterion was a willingness to participate in the interview and having evaluation experience in the field of situational evaluation in the field of the research subject. The data collection tool was a semi-structured interview, and 11 people were selected with the criterion of saturation. The findings showed that these factors can be divided into eleven main themes and 83 categories. 1. The effect of classroom and educational content on the evaluation of Faculty Members s (25 categories). 2. Appearance characteristics of students in their final evaluation (4 categories). 3. Students' social class in Faculty Members s' evaluation of them (7 categories). 4. How students interact and deal with each other in Faculty Members s' final evaluation of students (3 categories). 5. The student's past performance in the current evaluation of the Faculty Members s of 6 categories. 6. The difference between the opinions of Faculty Members s and students in the evaluation of Faculty Members s (5 categories). 7. Grading of Faculty Members s based on Faculty Members s' points of view. (8 categories). 8. The effect of students' tone on Faculty Members s' mentality (8 categories). 9. Grading by Faculty Members s only to pass the desired course (5 categories). 10. The influence of students' gender on Faculty Members s' assessment of students (6 categories).
Masoumeh sadat Abtahi; narges bakhshi
Abstract
The present study was conducted with the aim of investigating the psychometric characteristics of the emotional dyslexia questionnaire and its relationship with defense mechanisms in teachers in Tehran in the academic year of 1402-1401. This research was based on the fundamental objective and correlational ...
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The present study was conducted with the aim of investigating the psychometric characteristics of the emotional dyslexia questionnaire and its relationship with defense mechanisms in teachers in Tehran in the academic year of 1402-1401. This research was based on the fundamental objective and correlational in terms of the descriptive method. 500 people were randomly selected from the available sampling method as the sample size of the first group and 90 people were randomly selected for the second stage of the questionnaire. Data were collected using the Bermond-Worst (2001) ataxia questionnaire and the Andrews et al. (1993) defense mechanism questionnaire. Data analysis was done with exploratory factor analysis, confirmatory factor analysis, Cronbach's alpha test, Pearson's correlation coefficient and step-by-step multiple regression in SPSS-26 and AMOS-24 software. The results of the confirmatory factor analysis confirmed the five-factor model of this questionnaire (RESMA=0.026), CFI=0.99, GFI=0.91, and RFI=0.96. According to the findings, it can be concluded that alexia and its components have a significant direct relationship with an underdeveloped defense mechanism. Alexia, except for the difficulty in abstract thinking, has a significant direct relationship with a developed defense mechanism.
