علیرضا منظری

Modern teaching practices emphasize learner autonomy and learner-centered approaches to language learning. Such teaching methods require corresponding assessment approaches. Self-assessment is viewed as an assessment mode which matches modern learner-centered teaching methodologies. However, the validity and reliability of self-assessments are not yet conclusively established. This study aimed to provide validity and reliability evidence for self-assessments among Iranian EFL university learners. The Common European Framework of Reference (CEFR) Self-Assessment Grid was translated into Persian and was given to a sample of Iranian undergraduate students of English. A C-Test battery containing four passages was used as a criterion for concurrent validation. Self-assessments of university EFL learners were examined for internal consistency and test-retest reliability. Findings showed that while self-assessments are highly reliable they lack validity as evidenced with low correlations between components of self-assessment grid and the C-Test. The implications of the study for the application of self-assessments in foreign language education are discussed.

Background: The purpose of this study is to analyze the relationship between participatory ethical culture and evaluating the performance of knowledge employees and its outputs in knowledge-based companies in Tehran. Method: This study was applicable in terms of purpose and research method was descriptive-correlational. The statistical population was senior managers and deputies of knowledge-based companies in Tehran. By simple random sampling method, 400 people were selected as the sample with a return rate of 388 people. The research tool was a researcher-made questionnaire. To test the research hypotheses, structural equation tests and partial least squares method have been used. Results: The results of this study showed that there is a positive and significant relationship between evaluating the performance of knowledge staff with individual outputs and organizational outputs. Also, the moderating effect of participatory ethical culture on the relationship between performance appraisal of knowledge employees and individual outputs as well as the relationship between performance appraisal of knowledge staff and organizational outputs has been confirmed. Conclusion: When there is a culture of participatory ethics in an organization, performance appraisal, although it increases organizational outcomes, further leads to improved individual outcomes.

Abstract Purpose: The aim of this study was to predict the job satisfaction in managers and staff of the university units in District 5. Methodology: Among the statistical population of the study, 130 people (55 females and 75 males) were selected by cluster sampling method. Data were collected using job satisfaction, emotional intelligence of Schutt, and job motivation questionnaires. Finding: For data analysis, Pearson correlation coefficient and multi-variable regression analysis were used simultaneously. So, the two predictor variables are a significant predictor of the criterion variable, that is, the variable of job satisfaction. The share of job motivation variable is higher than emotional intelligence. In other words, job motivation 57% and emotional intelligence 31% explain the variable of job satisfaction variance. Discussion: The results showed that there is a significant correlation between job satisfaction, job motivation and emotional intelligence, and on the other hand, emotional intelligence and job motivation are a significant predictor of job satisfaction.