مطالعات اندازه گیری و ارزشیابی آموزشی

مطالعات اندازه گیری و ارزشیابی آموزشی

الگوی چندسطحی واکاوی نمرات آزمون سراسری ورود به دانشگاه ها و موسسات آموزش عالی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری آموزش عالی-اقتصاد و مدیریت مالی آموزش عالی، دانشگاه تهران، تهران، ایران
2 استاد تمام، گروه مدیریت و برنامه ریزی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
3 دانشیار، گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
4 استادیار، سازمان سنجش آموزش کشور، تهران، ایران
چکیده
هدف: هدف اصلی مقاله حاضر ارائه الگوی چندسطحی واکاوی نمرات آزمون سراسری ورود به دانشگاه­ها و موسسات آموزش عالی می­باشد.
روش پژوهش: پژوهش حاضر به لحاظ هدف از نوع تحقیقات کاربردی و توصیفی است که به دنبال تحلیل و تبیین عوامل موثر بر نمره کل داوطلبان در آزمون ورود به دانشگاه­ها است. در این خصوص اطلاعات آزمون سراسری سال 1398 شامل داده­های مربوط به موقعیت اجتماعی اقتصادی خانواده داوطلبان و متغیرهای آموزشی، بهداشتی، فرهنگی و اقتصادی مربوط به شهرستان­ها و استان­های کشور را بکار گرفتیم و برای برآورد مدل­های چندسطحی از نرم افزار HLM استفاده شد.
یافته‌ها: مقادیر همبستگی درون گروهی و پایایی الگوی مولفه واریانس ساختار سلسله مراتبی داده­ها را به صورت تجربی تایید کرد. تخمین الگوی سه سطحی نشان داد که 6/94 درصد از تغییرات نمره کل آزمون به تفاوت در ویژگی­های فردی و خانوادگی داوطلبان مربوط می­شود. 6/3 درصد از تغییرات نمره کل به عامل­های آموزشی، بهداشتی و فرهنگی شهرستان و 8/1 درصد به نرخ مشارکت اقتصادی استان مربوط می­شود. اثر کاهشی متغیر جنسیت برای جنس مرد و اثر افزایشی متغیر مجموع سال­های تحصیل والدین در الگو قابل پذیرش شد.
نتیجه‌گیری: با استفاده از تخمین الگوی چندسطحی به صورت تجربی نشان داده شد که واریانس سطح اول که شامل متغیرهای موقعیت اجتماعی اقتصادی داوطلبان است بیشترین سهم را در واریانس نمره کل دارد و با توجه به اینکه 4/5 درصد از تغییرات نمره کل مربوط به موقعیت جغرافیایی است، می­توان اذعان داشت تفاوت در نمره کل داوطلبان، نه تنها ریشه در موقعیت اجتماعی اقتصادی آنها دارد، بلکه تاثیر همزمان این موقعیت با سطح برخورداری استان­ها و شهرستان­های کشور در تشدید تفاوت­ در نمره کل­­ها سهیم است.
کلیدواژه‌ها

عنوان مقاله English

A Multi-Level Modeling Analysis for Exploring the Scores of the National Entrance Exam of Iran's Universities and Higher Education Institutions

نویسندگان English

Roghayeh Baghi Yazdel 1
Abolghasem Nadery 2
Ebrahim Khodaie 3
Ehsan Jamali 4
1 Ph. D student in Higher Education-Economics and Financial Eanagment of Higher Education, University of Tehran, Tehran, Iran
2 PhD in Education Economics and Professor, Faculty of Psychology and Education, University of Tehran, Iran
3 Associate Professor, Department of Education, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
4 Assistant Professor, National Education Assessment Organization, Tehran, Iran
چکیده English

Objective: The main goal of this paper is to present a multi-level model for analyzing the scores of the national entrance exam to universities and higher education institutions.
Method: Based on its objective, this research is an applied and a descriptive research for analyzing and explaining the factors influencing the total score of the candidates participating in the university entrance exam. We used data of the 2019 year exam which include information on socio-economic status of the candidates' including educational, health, cultural and economic variables at individual level as well as at the level of counties and provinces of the country and We used the HLM software to stimate the multilevel models.
Results: The intragroup correlation values and the reliability of the variance component model confirmed the hierarchical structure of the data experimentally. The estimation of the three-level model showed that 94.6% of the changes in the total test score were due to the differences in the individual and family characteristics of the candidates. 3.6% of the changes in the total score were related to the educational, health and cultural factors of the city and 1.8% to the economic participation rate of the province. The decreasing effect of the gender variable for male and the increasing effect of the total years of education of the parents in this model were acceptable.
Conclusion: Cosidering that 5.4% of the changes in the total score are related to the geographical location, it can be acknowledged that the difference in the total score of the candidates is not only rooted in their socio-economic status, but the simultaneous effect of this situation with the level of prosperity of the provinces and cities also contributes to the intensification of the difference in the total score.

کلیدواژه‌ها English

Keywords: multilevel analysis
national exam
socio-economic status of the family
geographical region

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