One of the main topics in the realm of assessment which has received considerable attention on part of researchers is the notion of Morality in educational assessments. The purpose of this study was to develop and test a construct to assess Evaluation Morality in an exploratory way to achieve the constructive dimensions and items of the scale. In order to achieve this goal, the Mixed -Methods Sequential Explanatory Design for developing and testing a new instrument was used. The research was continuously conducted i n qualitative and quantitative sections. Therefore, grounded theory strategies, in qualitative section, including open, axial and selective coding were used in order to achieve a model derived from the research. After Evaluation Morality components and codification of its items were identified, the validity of the q uestionnaire was examined by Content-Related Validity, Exploratory Factor Analysis and Convergent Validity. The reliability of the questionnaire was investigated through Cronbach's alpha (0.90). Thereupon, findings showed that the validity and reliability of Evaluation Morality Questionnaire (EMQ) were verified. This finding fit to theoretical base in academic fields. It can be concluded that this questionnaire can be used in experimental and survey research in the field of metacognition and research.

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