بازنمایی ادراکات و تجارب زیسته‌ی دبیران و دانش‌آموزان از چالش‌های تغییر ارزشیابی توصیفی به ارزشیابی کمی در پایه هفتم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران

2 استادیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران

10.22034/emes.2021.249166

چکیده

هدف: هدف این پژوهش «واکاوی ادراکات و تجارب زیسته­ی دبیران و دانش­آموزان از چالش­های تغییر ارزشیابی توصیفی به ارزشیابی کمی در پایه هفتم» بود.
روش پژوهش: این مطالعه، از نوع تحقیقات کاربردی بوده است که با روش کیفی صورت گرفته و برای گردآوری اطلاعات از روش پدیدارشناسی و ابزار مصاحبه نیمه­ساختاریافته استفاده شده است­. شرکت­کنندگان در تحقیق، دبیران و دانش­آموزان پایه هفتم شهرستان دلیجان، در سال تحصیلی 99-1398 بودند که از این تعداد 13 نفر از دبیران و 15 نفر از دانش­آموزان به عنوان نمونه انتخاب شدند. برای نمونه­گیری دبیران از روش هدفمند گلوله ­برفی و برای نمونه­گیری دانش­آموزان از روش نمونه­گیری تصادفی هدفمند استفاده شد و فرایند مصاحبه تا اشباع داده­ها ادامه یافت. به منظور تضمین استحکام و صحت پژوهش از چهار معیار موثق بودن تحقیقات کیفی استفاده شد. برای تجزیه و تحلیل داده­های مصاحبه نیز از شیوه­ی تحلیل موضوعی استفاده شد.
یافته‌ها: در مجموع 225 مفهوم از مصاحبه با دبیران و 269 مفهوم از مصاحبه با دانش­آموزان استخراج گردید که در سه هسته­ی اصلی چالش­های هیجانی- عاطفی، چالش­های رفتاری و چالش­های تحصیلی دسته­بندی شده­اند.  بنابراین، یافته­ها حاکی از این امر است که تغییر شیوه­ی ارزشیابی توصیفی به کمی در پایه هفتم، چالش­های متعددی را ایجاد نموده است.
نتیجه گیری: بازنگری در شیوه­های ارزشیابی برای حل این معضل می­تواند پیشنهاد موثری باشد.

کلیدواژه‌ها


عنوان مقاله [English]

The perceptions analysis and the lived experiences of the teachers and students from the challenges of changing the descriptive evaluation to the quantitative evaluation in the 7th grade

نویسندگان [English]

  • Mahsa Jafari 1
  • Zeinabsadat Athari 2
1 Master of curriculum planning, Department of education, Faculty of humanities, university of kashan, kashan, Iran
2 Assistant Professor in curriculum planning, Department of education, Faculty of humanities, university of kashan, kashan, Iran
چکیده [English]

Objective: The Purpose of the Present Study was the Perceptions Analysis and the Lived Experiences of the Teachers and Students from the Challenges of Changing the Descriptive Evaluation to the Quantitative Evaluation in the 7th Grade.
Methods: This study was an applied research, which was done by qualitative method. In Addition, Phenomenology Method and Semi-Structured Interview were applied in Order to Collect Information. The statistical population in this research includes teachers and students both in 7th grade in the Delijan town, in the Academic Year 2019-2020, that 13 of the teachers and 15 of the students were selected as the sample. Purposive snowball sampling method used to sample the teachers and purposeful random sampling method applied to sample the students and the process of interview continued up to data saturation stage. Four criteria in trustworthiness of qualitative research used in order to guaranty consistency and accuracy of the study.
Results: Furthermore, 225 concepts for the teachers and 269 items for the students are considered and categorized in three basic cores of emotional-affective challenges, behavioral challenges and academic challenges. It was found that changing descriptive evaluation to quantitative evaluation in the seventh grade has created various challenges.
Conclusion: Moreover, reviewing evaluation methods to solve this dilemma can be an effective suggestion.

کلیدواژه‌ها [English]

  • Quantitative evaluation
  • descriptive evaluation
  • High school seventh grade
  • Behavioral challenges
  • Emotional-affective challenges
  • Academic challenges
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