Validation

Reading aloud is recommended as a simple technique to measure speaking ability (Hughes & Hughes, 2020; Madsen, 1983). Reading aloud is currently used in the Pearson Test of English and a couple of other international English as a second language proficiency tests. Due to the simplicity of the technique, it can be used in conjunction with other techniques to measure foreign and second language learners’ speaking ability. One issue in reading aloud as a testing technique is its psychometric modelling. Because of the peculiar structure of reading aloud tasks, analysing them with item response theory models is not straightforward. In this study, the Rasch partial credit model (PCM) is suggested and used to score examinees’ reading aloud scores. The performances of 196 foreign language learners on five reading aloud passages were analysed with the PCM. Findings showed that the data fit the RPCM well and the scores are highly reliable. Implications of the study for psychometric evaluation of reading aloud or oral reading fluency are discussed.

Teaching media literacy to students pursues several goals, including creating creative, critical, and scrutinizing thinking about the media content and performance, as well as recognizing the visual forms of communication using it, along with other reading, writing, speaking, and listening skills. This research aimed to design a curriculum model for media literacy in the second grade of elementary school and to validate it. The research method was qualitative-quantitative and it was applied in terms of purpose. In the qualitative part, the media literacy curriculum model was identified using the synthesis research method based on the analogical model and the Klein model. Then, in order to validate the mentioned components, the obtained information was provided to experts in the field of curriculum planning and media and information management. The scope of the research was in the range of 2006 to 2021 for domestic documents and in the range of 2005 to 2021 for foreign documents. The statistical population in line with the model validation was experts in curriculum planning and media and information management. In order to validate the entire research, the statistical sample consisted of two groups of 10 experts in the field of curriculum planning and media and information management, who were selected based on the minimum number required to evaluate content validity. The data collection method in the validation stage was researcher-made questionnaires. Lawshe’s Content Validity Ratio (CVR) was used to measure the content validity. Results showed that the goals of the media literacy curriculum in the second grade of elementary school include two kind of goals: general goals (achieving Iranian-Islamic media culture) and partial goals (empowering students and teachers). The content of the media literacy curriculum in the second grade of elementary school included functional consumption education, critical consumption education, functional production-consumption education, and critical production-consumption education. The learning-teaching strategies used were presented in two sections: teacher’s activities (teaching method) and students’ activities, and the evaluation element was defined in three levels: students, teachers, and curriculum and educational content. Also, the results showed that the grouping in the media literacy program in the second grade of elementary school should be based on the individual and socioemotional characteristics of the students. The required resources and facilities were continuous improvement of the media literacy curriculum for the second grade of elementary school, compilation of the media literacy textbook for the second grade of elementary school, provision of educational facilities and media training assistance for second grade of elementary school students, and development of research in the field of media education. In choosing the time and place in the media literacy program, time and place flexibility in the presentation of teaching content was emphasized. Based on the results of this research, the suggested model of the media literacy curriculum of the second grade of elementary school can be used and implemented in the education system.

Aim: Taking into account the importance of creativity and the effective role of creative self-efficacy (CSE) in it, several attempts have been performed to develop appropriate measures. One of the multi-dimensional tools to assess CSE is Abbott’s (2010) creative self-efficacy inventory. The current study is an attempt to investigate factor structure and psychometric properties of Abbott’s CSE Inventory (2010) in Persian sample. The other objectives were to examine the differences in CSE regarding age and gender.Methods: The participants of this study were students in the age range of 13-19 years and also were schooling in 7th-12th grades of West Azerbaijan high schools (N= 400). Abbott’s CSE Inventory (2010) and intellect/imagination subscale of five factors personality Mini-IPIP scale were used. CFA was executed using AMOS and the data was analysed by SPSS software.Results: Reliability coefficients of raters for creative thinking self-efficacy (CTSE) and creative performance self-efficacy (CPSE) were 0.96 and 0.97 respectively (p<0.01). In addition, internal consistency of the whole scale, CPSE, and CTSE based on Cronbach’s alpha was 0.95, 0.88, and 0.93 respectively. The results showed that two factors were identified by the EFA, with eigenvalues greater than 1. These two factors were retained with 59.529 % of the total variance. The CFA supported construct validity of the CSE Inventory and its multi-factor structure. Also, there was no difference between the genders in terms of CSE, while CSE and age were directly related.Conclusion: The current research revealed that the structure and psychometric properties of the CSE Inventory for the Iranian sample are adequate