Esmail Azimi; Abbas Taghizadeh
Abstract
The purpose of this study was to investigate the factor structure, validity and reliability of the questionnaire to measure the level of reflective thinking. This research is a non-experimental research that has been done by descriptive-analytic method. The population of this study were all students ...
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The purpose of this study was to investigate the factor structure, validity and reliability of the questionnaire to measure the level of reflective thinking. This research is a non-experimental research that has been done by descriptive-analytic method. The population of this study were all students enrolled in the teacher training courses in the academic year of 2016-2017 in Tehran, a sample of 680 students were selected by Cluster random sampling and responded to the Kember et al(2000) reflective thinking questionnaire of which, 636 questionnaires could be analyzed. Data were analyzed using spss21 and Lisrel8.8 softwares. The findings showed that the questionnaire had acceptable formal and content validities. The results of exploratory factor analysis by the principal components method, confirmed four factors named habitual action, understanding, reflection and critical reflection. These four factors account for 59.51% of the overall variance. For determining the factor validity, a confirmatory factor analysis was used which results showed that the questionnaire appropriately fit with data. All of the tests confirm the model (χ2/df=1/855As a result, it can be said that the translated version of reflective thinking questionnaire in studies related to professional development, among Iranian learners, is acceptable. This questionnaire can also be used as a learning and assessment tool.
Abbas Taghizadeh; Javad Hatami; Maryam Ghasemi
Volume 6, Issue 1 , September 2018, , Pages 43-62
Abstract
One of the important issues in all educational systems is assessing and evaluating learner's learning in order to ensure the learning and achievement of the desired goals. One of the effective strategies related to constructivism paradigm is the formative assessment. Given the specific conditions of ...
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One of the important issues in all educational systems is assessing and evaluating learner's learning in order to ensure the learning and achievement of the desired goals. One of the effective strategies related to constructivism paradigm is the formative assessment. Given the specific conditions of virtual learning, it is necessary to rethink on the fundamental issues associated with formative assessment. Accordingly, the present study was conducted to identify the capabilities of formative assessment in virtual learning environments. The research method in this study was the qualitative content analysis (inductive type). 24 papers were analyzed and 22 specialists were interviewed. Finally, the basic issues related to formative assessment, including validity, reliability and cheat as well as its capabilities, including providing immediate and constructive feedback, engaging learners with essential learning processes, promoting educational justice, online self-assessment, peer-to-peer assessment, and group work was identified, discussed and reviewed.
