Higher Education Research in Iran: Quantitative Development and Qualitative Challenges

Arani, Abbas Madandar; Kakia, Lida; Malek, Mohammad Jafari

doi:10.1007/978-981-10-4989-7_18

Cited by 4 publications

(2 citation statements)

References 7 publications

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“…This new way of thinking about education also differed largely from the traditional approach to assessment, which was mainly used to make judgments about whether students passed the end-of-grade or -school examination. In this approach, much attention was placed on quantitative assessment and too little on studentteacher interaction, and especially excessive emphasis on final scores was found to cause damage to students' creativity and take away students' opportunity to develop higher cognitive skills [36]. Therefore, to overcome these difficulties new ways of assessment were developed to combat the challenges the educational system faces [32,37].…”

Section: The Need For An Educational Change In Iranmentioning

confidence: 99%

Teachers’ Use of Descriptive Assessment in Primary School Mathematics Education in Iran

2021

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In many countries, assessment and curriculum reforms came into being in recent decades. In Iran, an important educational assessment reform took place called Descriptive Assessment (DA). In this reform, the focus of student assessment was moved from a more summative approach of providing grades and deciding about promotion to the next grade to a more formative approach of providing descriptive feedback aimed at improving student learning. In this study, we evaluated how seven fourth-grade mathematics teachers used the principles of DA. Data were collected by a questionnaire on assessment practices and beliefs, lesson observations, and interviews. Although the teachers varied in how they assess their students, in general their assessment practice is by and large in line with the DA guidelines. Nevertheless, in some respects we found differences. When assessing their students, the teachers essentially do not check the students’ strategies and when preparing the report cards, they still use final exams because they do not sufficiently trust the assessments methods suggested by DA. The guideline to use assessment results for adapting instruction is also not genuinely put into action. The article is concluded by discussing dilemmas the teachers may encounter when implementing DA.

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Section: The Need For An Educational Change In Iranmentioning

confidence: 99%

Teachers’ Use of Descriptive Assessment in Primary School Mathematics Education in Iran

2021

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“…One may also relate this to the policies and norms of doing PhD research in the context of Iran. While current policies do not necessitate the authority of supervisors, governing norms and cultures in this context may have an impact (Arani, Kakia, & Malek, ). Therefore, the current study calls for further investigations possibly through qualitative approaches (including policy analysis).…”

Section: Conclusion Policy Implications Limitations and Further Rementioning

confidence: 99%

Research commercialisation and academic performance: A study of doctoral projects in Iran

Zarghami

Amrollahi

Jafari

2020

Higher Education Quarterly

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This study focuses on how and to what extent factors identified in the literature influence academic and commercial outcomes, as well as the candidates' perception of the success and satisfaction from the results of PhD projects. Based on a survey of 607 PhD graduates and candidates, the relationship between contextual factors and subjective (related to the perception of candidates) and objective (such as publications and patents) outcomes of doctoral projects were How to cite this article:

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We have become protectors of English : revisiting policies of publishing in English in non-Anglophone academia

Mirhosseini,

Rashed,

Shirazizadeh

2023

Current Issues in Language Planning

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Higher Education Research in Iran: Quantitative Development and Qualitative Challenges

Cited by 4 publications

References 7 publications

Teachers’ Use of Descriptive Assessment in Primary School Mathematics Education in Iran

Teachers’ Use of Descriptive Assessment in Primary School Mathematics Education in Iran

Research commercialisation and academic performance: A study of doctoral projects in Iran

We have become protectors of English : revisiting policies of publishing in English in non-Anglophone academia

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