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.
Noor Ali Farokhi
Abstract
Back ground: Nowadays use of teams and work groups to perform different tasks is increasing Social loafing point to the important thing that people may show less conscious effort in group than when working individually . Aim: The present study aimed to Construction and Standardization of adolescents ...
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Back ground: Nowadays use of teams and work groups to perform different tasks is increasing Social loafing point to the important thing that people may show less conscious effort in group than when working individually . Aim: The present study aimed to Construction and Standardization of adolescents social loafing questionnaire Method: This research is a descriptive study in which 27 high school students of Kermanshah city (first and second secondary) participated A 34-item questionnaire, developed based on research literature and was completed by students for data collection. To determine the number of factor s of questionnaire, exploratory and confirmatory factor analysis by LISREL 8.7 and SPSS 16.0 software were used. Also awareness function of questions calculated by using software MULTI-LOG. Results: The research showed that the Cronbach's alpha coefficient of questionnaire that indicates the inner reliability and parallelism is high.( α =0.923) and validity through exploratory factor analysis by varimax's method produced four factors that are: Job characteristics, individual perception, group characteristics, inferiority and negative perceptions. Also by using of first and second order confirmatory factor analysis these four factors examined and results showed that validity of questionnaire is acceptable. Discussion and conclusions: Research findings indicate that adolescents social loafing questionnaire have acceptable psychometric characteristics. and it can be use as valid and reliable tool for research in Sociology and psychologically
