Evaluation Pattern of Test Taking Centers of National Exam

Document Type : Original Article

Authors

1 Associate Professor of National Organization of educational testing

2 Exam expert of National Organization of educational testing

3 PhD in Curriculum Planning in Higher Education - Research Expert of National Organization of educational testing

10.22034/emes.2022.556258.2394

Abstract

Objective: Designing the evaluation model for the fields of holding the national exam           
Methods: Based on the purpose of the research, it was applied and based on the data collection process and the required information, it was a descriptive survey. The research population of all the areas of holding the national exam in 2016 was 478 areas, which was classified by random sampling method with appropriate allocation from each province, a suitable sample was tried from the sub-areas of each province, including education, universities and institutions. Choose higher education. A researcher-made questionnaire was used to collect data. Its reliability was confirmed through Cronbach's alpha of 0.84, and its validity was confirmed based on experts' review. Based on this, the data from each of the sub-communities, including those involved in the organization of the national exam in 2016, consisting of full-time representatives (157 people), those in charge of protecting the exam (61 people) (and their assistants 8 people), totaled 226 people. Was collected. Descriptive and inferential statistical methods have been used to analyze the data according to the topic.
Results: Based on the review of national knowledge and experiences, the components of the comprehensive evaluation of the test implementation areas were first calculated. Then, the status of the factors from the perspective of the research sub-communities was investigated and their importance and priority were determined. Finally, the evaluation framework of the holding areas has been drawn and presented.
Conclusion: Finally, all the scattered activities that are carried out to evaluate the implementation and implementation areas are coherent and its output is in the form of a work report for the basis of valuation and validation of the implementation areas and the basis for planning and area-building in the next year and It will be placed in the field of choosing areas.

Keywords

References

Zovik, Rabeh Ka (2011) Introduction to entrance exams in higher education. Translators: Gholamreza, Yadegarzadeh; Suleiman, Zulfiqar Nasab. Tehran: Ronas Publications.
Mohammadi Roozbehani, Kianoosh. (2006) "Introduction to standardization of exams: A study of the conditions for holding national entrance exams to universities by measuring the satisfaction of participants" Volume 12 Number 3 Pages 120-109
Baqerikhah, Zahra; Arefi, Mahboubeh and Jamali, Ehsan (2011) in a study entitled "Student Admission Status in Higher Education in Iran from the Perspective of Tehran State University Students, Faculty Members and Relevant Higher Education Officials. Volume 2, Number 6 - Number Consecutive September 26, 2011 Pages 1-31.
Rokando and Magambo (2011) in a study entitled "Effective Test Management in Schools: Good Principles and Methods for Testing Principals in Uganda"
Office of Education and Research and Training Center of the Philippines (2015); in the user manual for holding the national achievement test for sixth grade students
Schwarz, S. & Westerheijden, D. (eds) (2004) Accreditation and evaluation in theEuropean higher education area. Dorndrecht: Springer.
Educational Measurement and Evaluation Studies
Volume 12, Issue 37
April 2022
Pages 98-115

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