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Volume 25, Issue 159 (5-2026)
Journal of Psychological Science 2026, 25(159): 1-14 |
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Ghasemian Dazmiri M, Samani S. (2026). Investigation the Validity Indices of the Initial Assessment Scale for Entrance Primery School students. Journal of Psychological Science. 25(159), : 16 doi:10.61186/jps.25.159.16
URL: http://psychologicalscience.ir/article-1-3166-en.html
URL: http://psychologicalscience.ir/article-1-3166-en.html
Department of Psychology, Islamic Azad university, Shiraz branch, Shiraz, Iran. , samanisiamak@gmail.com
Abstract: (171 Views)
Background: One of the most important measures taken by the Iran Exceptional Education Organization is to assessmen the educational readiness of children upon entering elementary school. Considering the implementation of the annual program to assessmen children upon entering elementary school, it seems necessary to examine the validity of this scale in accurately diagnosing educational readiness and screening children at school-age.
Aims: The aim of the present study was to investigate the validity indicators of the Initial Assessment Scale for Entrance Primery School students.
Methods: This research is considered applied in terms of purpose and correlational studies in terms of research method. The statistical population of the research included all children entering primary school in Shiraz in 2019, 200 students were randomly selected from among the first grade male and female students who had completed the Assessment for Entrance Primary School in the summer (50 from each district). Data collection tools in this study included the Wechsler Intelligence Scale for Children- Ravised (Wechsler, 1974) and the Initial Assessmen Scale (Exceptional Education Organization, 2019). Also, to analyze the data of this study, Pearson's correlation coefficient method, independent and dependent t-test, Kuder–Richardson Formula 21, and SPSS-23 software were used.
Results: The results of this study showed that there is a direct and significant relationship between all the subtests of the initial assessment and their total score with the Wechsler Intelligence Scale for Children. Also, the initial assessmen scale has significant discriminatory power (at the 0.001 level) and has the necessary transformative validity and relatively good internal consistency.
Conclusion: According to the findings of the present study, it can be concluded that the initial assessmen scale has acceptable validity and is an appropriate tool for distinguishing students with high and low intelligence levels.
Aims: The aim of the present study was to investigate the validity indicators of the Initial Assessment Scale for Entrance Primery School students.
Methods: This research is considered applied in terms of purpose and correlational studies in terms of research method. The statistical population of the research included all children entering primary school in Shiraz in 2019, 200 students were randomly selected from among the first grade male and female students who had completed the Assessment for Entrance Primary School in the summer (50 from each district). Data collection tools in this study included the Wechsler Intelligence Scale for Children- Ravised (Wechsler, 1974) and the Initial Assessmen Scale (Exceptional Education Organization, 2019). Also, to analyze the data of this study, Pearson's correlation coefficient method, independent and dependent t-test, Kuder–Richardson Formula 21, and SPSS-23 software were used.
Results: The results of this study showed that there is a direct and significant relationship between all the subtests of the initial assessment and their total score with the Wechsler Intelligence Scale for Children. Also, the initial assessmen scale has significant discriminatory power (at the 0.001 level) and has the necessary transformative validity and relatively good internal consistency.
Conclusion: According to the findings of the present study, it can be concluded that the initial assessmen scale has acceptable validity and is an appropriate tool for distinguishing students with high and low intelligence levels.
Article number: 16
Type of Study: Research |
Subject:
Special
Received: 2025/10/16 | Accepted: 2025/12/15 | Published: 2026/05/22
Received: 2025/10/16 | Accepted: 2025/12/15 | Published: 2026/05/22
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)