Abstract
This study was aimed at designing a framework for non-cognitive/non-academic achievement assessment. The study was designed in two phases; in qualitative research 3 main sources were studied: 1) Upstream Documents of the Educational System of Islamic Republic of Iran, 2) research literature and 3) interview with experts. Three Upstream Documents, 24 Literature documents were reviewed. Non-random purposive sampling was used to interview n=10 experts (until reaching data saturation). Summative Content Analysis, coding with Strauss & Corbin standard procedure via MAXQDA-2020 and Colaizzi method resulted in 4 dimensions and 13 categories. The dimensions include: designing strategical plan, collecting evidence/data, conclusion and consequents. In quantitative phase the framework was validated using researcher-made questionnaire. Face validity, content validity (CVI and CVI) and reliability (Alpha) of the questionnaire was calculated and confirmed by participating n=30 experts. Data analysis using One-Sample T-test showed that the framework was internally valid. Curriculum planning, implementing teaching and assessment activities could be reformed based on the framework. Furthered discussions and suggestions were presented relevant to educational system of Iran.
| Translated title of the contribution | Designing and Validating Conceptual Framework for Non-cognitive Achievement Assessment |
|---|---|
| Original language | Persian (Iran, Islamic Republic of) |
| Pages (from-to) | 142-97 |
| Journal | Journal of Teaching and Learning |
| Volume | 15 |
| Issue number | 2 |
| Publication status | Published - 25 Jul 2023 |