@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(3):153-158
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(3):153-158
Level of Islamic Azad University Teachers’ Adherence to Scientific Principles of Designing Academic Progression Tests
ARTICLE INFO
Article Type
Original ResearchAuthors
Fani Khayavi R. (1)Ayoubian A. (*)
Banihashem K. (2)
Karimi I. (3)
Bahadori M. K. (4)
(*) Hospital Management Research Center, Iran University of Medical Sciences, Tehran, Iran
(1) Department of Management, Meshginshahr Branch, Islamic Azad University, Ardabil, Iran
(2) Department of Educational Technology, Faculty of Management, Allameh Tabatabaie University, Tehran, Iran
(3) Behavioral Science Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran
(4) Health Management Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran
Correspondence
Address: Shahid Hasheminejad Hospital, Valinejad Street, Vali-ye- Asr Street, Vanak Square, Tehran, Iran.Phone: +9882483250
Fax: +9888040106
ayoob1361@yahoo.com
Article History
Received: February 6, 2013Accepted: May 21, 2013
ePublished: August 2, 2013
ABSTRACT
Aims
Since the evaluation of educational progression is of the most important educational activities of teachers and trainers, this process must flow all over the education period. Teachers of universities and high education organizations are required to hold scientific principles in assessment of student learning. The purpose of this study was to identify and determine the level of Islamic Azad University Teachers’ adherence to scientific principles of designing academic progression tests.
Materials & Methods The current descriptive research was performed in statistical society of the examinations of presented courses of Islamic Azad University of Ardebil province’s units by the end of the first semester of 2010-2011 academic years. 48 samples were selected by using stratified random sampling method. Data were collected via a researcher-made questionnaire consisted of two parts of demographic variables and 32 questions in 5 areas of content, budgeting, students’ ability to answer the questions, designing from easy to difficult and timing. Data were analyzed by SPSS 19 software and independent T, ANOVA and Pearson correlation tests.
Findings No significant relation was seen between the level of adherence to scientific principles of designing academic progression tests and teachers’ position, gender, expert relation to the taught course and teaching experience (p>0.05). Employment type was significantly effective on adherence to scientific principles of designing academic progression tests and faculty members had better designing. Average of scientific principles holding score was more in question timing (4.08±0.65) than other areas.
Conclusion Islamic Azad University Teachers have high adherence to scientific principles of designing academic progression tests.
Materials & Methods The current descriptive research was performed in statistical society of the examinations of presented courses of Islamic Azad University of Ardebil province’s units by the end of the first semester of 2010-2011 academic years. 48 samples were selected by using stratified random sampling method. Data were collected via a researcher-made questionnaire consisted of two parts of demographic variables and 32 questions in 5 areas of content, budgeting, students’ ability to answer the questions, designing from easy to difficult and timing. Data were analyzed by SPSS 19 software and independent T, ANOVA and Pearson correlation tests.
Findings No significant relation was seen between the level of adherence to scientific principles of designing academic progression tests and teachers’ position, gender, expert relation to the taught course and teaching experience (p>0.05). Employment type was significantly effective on adherence to scientific principles of designing academic progression tests and faculty members had better designing. Average of scientific principles holding score was more in question timing (4.08±0.65) than other areas.
Conclusion Islamic Azad University Teachers have high adherence to scientific principles of designing academic progression tests.
CITATION LINKS
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[2] Seif AA. Measurement, assessment and educational evaluation. 3rd ed. Tehran: Doran Publication; 2005. [Persian]
[3] Ardebili Y. The method of evaluation of the governmental and non-governmental. Tehran: Besat Publication; 1998. [Persian]
[4] Kia Manesh AR. Assessment and measurement in mathematics. Tehran: Ministry of Education; 2002. [Persian]
[5] Keirieh M, Kiamanesh AR. Assessment and measurement in science based on the questions of school. Tehran: Institute of Education Publication; 2002. [Persian]
[6] Dietel RJ, Herman JL, Knuth RA. What research says about assessment? Illinois: North Central Regional Educational Laboratory (NCREL); 1991.
[7] Heaton JB. Writing English learning tests. New York: Longman Publisher; 1990.
[8] Shoari Nejad A. Dictionary of behavioral science. Tehran: Amir Kabir Publication; 1986. [Persian]
[9] Korsunsky B. Ready, set, go, the physics teacher. J Contemp Manag. 2005;42:493-6.
[10] Grolnik WS, Farkas MS, Sohmer R, Michael J, Valsiner J. Facilitating motivation in young adolescent: Effect of an after-school program. J Appl Dev Psychol. 2008;28:332-4.
[11] Alavi SR. Analyzed the strong and weak points of the final test match in Semnan province in the academic year 1997. Semnan: Education Research Council Province; 1997. [Persian]
[12] Motamedi A. Study of teacher evaluation in teacher training centers and risk factors [dissertation]. Tehran: Allameh Tabatabaie University; 1995. [Persian]
[13] Abedi A. Evaluation of secondary education exam questions in Isfahan examination tests in 1995. Kerman: Research Council, Department of Education; 1995. [Persian]
[14] Tahanpour Javadabadi H. Objectives and questions of sociology books and final evaluation questions high school sociology courses based on the new classification system [dissertation]. Tehran: Allameh Tabatabaie University; 1997. [Persian]
[15] Shamsi Kahriz Sangi A. An experimental study of books questioning the academic school year 1993-1994 [dissertation]. Tehran: Teacher Training University; 1996. [Persian]
[16] Taghi Pour Sahlabadi A. The questions and tasks to assess cognitive levels in primary science textbooks promote the status quo and the desired status based on bloom classification using four families of teaching models in the academic year 1994 [dissertation]. Tehran: Teacher Training University; 1995. [Persian]
[17] Roshanfekr Dezfouli MJ, Hooman A. Evaluation of different grades and content exams questions coordinator in 1994 accordance with the five cognitive domains. Tehran: Research Area 5 of Education; 1995. [Persian]
[18] Lotfabadi H. Assessment and measurement in education and psychology. 2nd ed. Tehran: Samt Publication; 1997. [Persian]
[19] Karimi A. Study of reading literacy achievement in international PIRLS 2001. Tehran: Ministry of Education; 2004. [Persian]
[20] Lefrancois R. Psychology for teaching. 7th ed. USA: Wadsworth Publishing Company; 1991.
[21] Khodaie Khiavi S. Psychology of the game. Tabriz: Ahrar Publication; 2002. [Persian]
[22] Elhampour H. Comparative study of teacher training centers teaching B.A and M.A education in the province of the academic year 1995. Khuzestan: Research Council of Khuzestan Province; 1995. [Persian]
[23] Soleimani M. Performance evaluation of a graduate course in elementary teacher education in-service teacher training centers and universities in Mazandaran [dissertation]. Mazandaran: Islamic Azad University Khorasgan Branch; 1997. [Persian]
[24]Panahi H. Causes of non-competition honors students studying in the general and teacher training centers. Azar Baidjan: Education and Research Council; 1995. [Persian]
[25]Bidari Kaleibar S. Compare the academic achievement of elementary school students with male teachers and female teachers in the Persian month Azar Baidjan differences in fifth grade analysis. Azar Baidjan: Education and Research Council; 1995. [Persian]
[26] Siamian H. Characteristics of a good university lecturer according to students. Mazandaran Univ Med Sci J. 2012;22(96):106-13. [Persian]
[27] Khan MS, Shaukat H, Riasat A, Majoka MI, Muhammad R. Effect of in inquiry method on achievement to student in chemistry at secondary level. Int J Acad Res. 2011;3(1):955-9.