Document Type : Research Paper
Authors
1
PhD student in Measurement and Assessment, Department of Psychology, Saveh Branch, Islamic Azad University, Saveh, Iran.
2
Assistant Professor Department of Psychology, Faculty of Humanities, Ashtian Branch, Islamic Azad University, Ashtian, Iran.
3
Associate Professor Department of Psychology, Faculty of Humanities, Saveh Branch, Islamic Azad University, Saveh, Iran.
Abstract
Introduction: In order to improve the psychological and academic status of students, having an authentic tool for their cognitive evaluation seems to be one of the essential factors. The aim of this study was to develop and validate a cognitive assessment test for junior high school students in Tehran.
Method: The research was conducted using a descriptive-survey design and an instrument validation method. The research population consisted of all junior high school students in Tehran. The research sample consisted of 300 randomly selected junior high school students who completed the researcher-made test and the Stanford-Binet test. Linear factor analysis, internal consistency, criterion validity, and Pearson correlation were used to analyze the data.
Findings: The findings obtained from the nonlinear factor analysis using the NOHARM software showed that the cognitive components were formed by five factors: knowledge, fluid reasoning, working memory, visuospatial processing, and quantitative memory. The results of KR20 confirmed the overall internal consistency in the three age groups 13 to 15. To assess the test's validity, a concurrent criterion validity method was used, employing the Pearson correlation coefficient, which showed a correlation coefficient above 0.58 in each age group (p<0.01). Content validity was assessed using the judgment of experts, yielding a value of 0.79. The overall reliability coefficient of the test ranged from 0.73 to 0.80 in all three age groups.
Conclusion: Based on the research findings, it can be concluded that the researcher-made cognitive assessment questionnaire has acceptable psychometric properties among junior high school students.
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