Presentation of Optimal Model of Educational Evaluation in Tehran High Schools

The present study is intended to purpose an optimal model of educational evaluation in high schools at Tehran City and to identify its main components and parameters and it has been written to give response to the main question that “What is the most appropriate model (theoretical framework) of evaluation in high schools at Tehran City?” In this research, methodology of “Survey” type has been adopted toward realization of study objective and to give response to the main above- said other minor questions. The statistical population of this study includes teachers and principals with MA and PhD degrees, who are employed in Tehran Training and Education Organization. Method of sampling of this study is of simple randomized sampling while data collection has been conducted by using of questionnaire and other techniques that were adopted to determine reliability, validity and data analysis by means of Cronbach Alpha Coefficient, Tsingle sample, Bartlet’s Chi-Square Test of Sphericity, Kaiser- Meyer-Olkin (KMO) measure of sampling adequacy test, Scree chart and factor analysis with main elements method. By employing the techniques and methods of this study (factor analysis and appropriate statistical tests) it was characterized that the optimal model of educational evaluation is one that comprises of 13 elements (together with 63 parameters) as follows: 1- Equipments and lab expenses, 2- Services (research, information and evaluation), 3- Principal, 4Educational space and materials, 5- Teachers and scientific services, 6- Teachers and their welfare, 7Teaching characteristics and technology application, 8- Official and staffing affairs, 9- Extracurricular activities, 10- Students and welfare services, 11- Consultation and professional development, 12- Educational facilities and 13- Total Quality Management (TQM). In this article, we deal with explanation of 3 foremost elements of the aforesaid components.