Quarterly of Educational Measurement

Abstract The Item Response Theory (IRT) has been extensively used in the development of tools in recent years. The present study aimed at determining the standard and cut- off score of the medical basic sciences comprehensive test using the IRT model, the item-mapping method. The statistical population in this study was all the candidates for the medical basic sciences comprehensive test of the tenth pole of Iran (n=324), and the responses of all candidates were analyzed to determine the standard and cut- off score. The tool used in this research was the basic science comprehensive test with 200 four-option items that was taken in September of 2016. In this cross-sectional study, Win steps was used to analyze the items. The findings of this study showed that the test has an item reliability of PR=0/98 and person reliability of IP=0/92 which indicated that the sample variance and test length were appropriate and the items were appropriately selected from the nine domains. Performance of the reviewers’ panel and evaluation of the items with the item map method showed that the agreement of the reviewers after three review stages included a difficulty parameter of b=1/3 and a raw score of 103. The result of this research showed that the item map method can result in higher agreement among reviewers to determine the cut score.

Abstract The expansion of online education has rendered the establishment of a robust teacher performance evaluation system for e-learning environments an undeniable necessity. This study aimed to evaluate the quality of teacher performance within the e-learning environment of Yasan Programming Academy. An iterative mixed-methods research design was employed, comprising three distinct phases: qualitative phase, quantitative phase, and quantitative phase. During the initial qualitative phase, drawing upon the insights of 11 experts and utilizing the grounded theory method at the conceptual ordering stage, 116 indicators were identified. These indicators were subsequently classified into 19 criteria and further organized within 5 overarching factors: communicative, educational, individual, professional, and organizational. During the initial quantitative phase, three distinct evaluation instruments were developed for parents, consultants, and learners. In the subsequent quantitative phase, the performance quality of all 151 instructors within the institute was comprehensively assessed. The findings indicated that the quality of teacher performance, from the perspectives of parents, consultants, and learners, was at desirable, relatively desirable, and desirable levels, respectively. Furthermore, no significant difference was observed between the performance of instructors teaching general courses and those teaching applied courses. This study yielded a high-quality framework for evaluating teacher performance and designed three instruments with robust psychometric properties. Furthermore, by elucidating the current state of teacher performance at Yasan Academy, the findings provide a significant evidence base to inform strategic decision-making aimed at its enhancement.

Abstract The current study aims to develop a self-directed learning educational package and evaluate its effectiveness on the academic motivation of learners through a semi-experimental design (pre-test and post-test, followed by a one-month follow-up with the experimental group and control group). Additionally, a qualitative exploratory approach will be employed to gather and analyze data. The statistical population for the quantitative section comprises all female students from the first secondary school in Tehran during the academic year of 1400-01. These girls were selected from the 5th district of Tehran, as the researcher had better access to these institutions compared to the first secondary schools in the 19 districts of the city. The initial screening process, based on the formula provided by Tabanchik and Fidel (2014), along with Pallant (2020), resulted in the selection of a total of 30 students. These individuals were then randomly assigned to two groups (experimental, N=15; control, N=15), creating a balanced sample size for the study. Data analysis for this study was carried out using mixed analysis of variance and thematic analysis. The findings demonstrate that, irrespective of the group, there has been an improvement over time in self-directed learning and its constituent components, excluding interpersonal communication. Furthermore, the average of the self-directed learning training group in the follow-up phase exhibited a significantly higher mean compared to the control group.

Abstract The present study examined the psychometric properties of the Time Perception Questionnaire and its relationship with executive functions (working memory and organization) in children with attention-deficit/hyperactivity disorder (ADHD) in Tehran during the 2023–2024 academic year. This research was basic in purpose and descriptive-correlational in method. A sample of 264 children with ADHD was selected using convenience sampling. Data were collected using the Quartier (2008) Children's Perception of Time Questionnaire and the Gioia et al. (2000) Behavior Rating Inventory of Executive Function. Data were analyzed using confirmatory factor analysis, Cronbach's alpha, and Pearson's correlation and regression analyses in AMOS-24 software. Data were analyzed using confirmatory factor analysis, Cronbach's alpha, and Pearson's correlation and regression analyses in AMOS-24 software. The results of the confirmatory factor analysis confirmed the five-factor structure of the questionnaire (anticipation, goal attainment duration, temporal sequencing, time orientation, and mental estimation of duration), with excellent model fit indices: χ²/df = 1.52, CFI =.912, GFI =.905, AGFI =.856, and RMSEA =.045. A positive and significant internal correlation was also found among the components of time perception. Furthermore, correlation coefficients between the five components of the time perception questionnaire—as well as its total score—and the two components of executive functions (working memory and organization) were positive and significant. These results provide evidence for the questionnaire's convergent validity. Based on the findings of the present study, the time perception questionnaire can be considered a valid and suitable tool for assessing time perception in children with attention-deficit/hyperactivity disorder.

Abstract The global spread of COVID-19 precipitated unprecedented transformations across all sectors, with higher education being particularly affected. As traditional face-to-face instruction shifted abruptly to virtual formats, assessment methods consequently transitioned from in-person to online modalities. This study examines the impact of this transition by comparing undergraduate course grades at Kashan University before and during the pandemic period. Our analysis reveals a statistically significant grade inflation during the virtual assessment period, with average course scores being markedly higher than pre-pandemic face-to-face evaluation results. These findings contribute to the growing international discourse on pandemic-induced educational transformations and their academic consequences. These results demonstrate that the COVID-19 pandemic significantly impacted higher education, with virtual assessments creating opportunities for academic dishonesty. Given the observed increase in course grades during the pandemic, it is crucial to strengthen information and communication technology (ICT) infrastructure to enable stricter supervision during online exams. Additionally, both instructors and students require targeted training to ensure familiarity with virtual education and assessment platforms, minimizing challenges caused by inadequate preparation. Further, implementing continuous assessments throughout the academic year—rather than relying solely on cumulative exams—could help mitigate the risks associated with virtual evaluations.

Abstract This study examined the psychometric properties of the General Attitude toward Artificial Intelligence Scale (GAAIS) in an Iranian sample. The research followed a descriptive survey design, and 414 participants were selected through convenience sampling. Data were collected using the General Attitude toward Artificial Intelligence Scale (Shepman & Radway, 2020) and the Technology Readiness Scale (Chen et al., 2014). To analyze the data, this study employed descriptive statistics, Pearson correlation tests, Cronbach’s alpha coefficients, and confirmatory factor analysis (CFA). The CFA results supported a two-factor structure (positive attitude and negative attitude toward AI). Pearson correlation analyses revealed significant positive relationships between both subscales of the General Attitude toward AI Scale and the four subscales of the Technology Readiness Scale, supporting concurrent validity. Test-retest reliability was assessed through two administrations, yielding correlation coefficients of 0.69 and 0.74, confirming good temporal stability. These findings demonstrate that the General Attitude toward AI Scale is a valid and reliable measure for assessing this construct in Iranian populations.

Abstract In recent years, bullying and victimization in schools have garnered a lot of attention from the public, media, educators, school administrators, researchers, therapists, and legislators. Investigating the variables that predict student victimization at the school and student levels was the goal of the current study. During the 2020–2021 school year, all Iranian fourth-graders, instructors, and principals were included in the research population. The PIRLS 2021 study states that 1,348,842 pupils and 43,697 schools made up the entire sample size in Iran. 6,262 pupils and their parents from 218 schools—along with 218 instructors and principals—were chosen as the study sample from this population group. A stratified two-stage cluster sampling design is used by PIRLS. Multilevel analysis results indicated that socioeconomic status had a strong positive association with victimization, whereas reading self-concept and digital self-efficacy had a substantial negative link at the student level. Bullying was more common among girls than among boys. At the school level, victimization was significantly correlated negatively with school safety and discipline, emphasis on academic success, and the school's location. On the other hand, victimization was significantly positively correlated with class size and inadequate educational resources. While school-level predictors accounted for 43% of the variance in victimization at the school level, student-level predictors only explained 13% of the variance at the student level.