رابطه ارزشیابی برای یادگیری و استفاده دانش‌آموزان از راهبردهای شناختی و فراشناختی: یک مدل چند سطحی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد تحقیقات آموزشی دانشگاه خوارزمی

2 استادیار دانشکده روان شناسی و علوم تربیتی دانشگاه خوارزمی

3 استادیار دانشکده روان‌شناسی و علوم تربیتی دانشگاه خوارزمی

چکیده

هدف از اجرای این پژوهش، بررسی رابطه ارزشیابی برای یادگیری و استفاده دانش‌آموزان از راهبردهای شناختی و فراشناختی در سطوح دانش­آموز، کلاس و مدرسه بود. روش پژوهش، توصیفی- همبستگی است. در این مطالعه 888 دانش­آموز مقطع متوسطه اول شهر همدان، در سال تحصیلی 95-94 به روش نمونه­گیری خوشه­ای از بین 26956 نفر انتخاب شدند. ابزار گرد­آوری داده‌های پژوهش، پرسشنامه­ اطلاعات جمعیت‌شناسی، پرسشنامه ارزشیابی برای یادگیری ویژه دانش­آموز (SAfL) ساخته پت-‌ال (2013) و پرسشنامه یادگیری خودگردان ساخته وندولد، وان‌کر و راسل (2013) بود. برای تجزیه‌وتحلیل داده‌ها از آمار توصیفی و مدل‌های چندسطحی استفاده شد. یافته‌ها نشان داد بین ارزشیابی برای یادگیری و یادگیری خودگردان رابطه مثبت معنی‌داری وجود دارد که این رابطه تحت تأثیر سطح کلاس است و سطح مدرسه تأثیری بر شدت این رابطه ندارد. نتایج این پژوهش بر اهمیت ارزشیابی در واگذاری مسئولیت یادگیری به دانش‌آموزان تأکید می‌کند. ارزشیابی می‌تواند ابزاری قدرتمند برای پیشبرد استفاده دانش‌آموزان از راهبردهای شناختی و فراشناختی باشد

کلیدواژه‌ها


عنوان مقاله [English]

Examining the Relationship between Assessment for Learning and Students’ Cognitive and Metacognitive Strategy Use: A Multilevel Model

نویسندگان [English]

  • Elham Ashtarani 1
  • Masoud Geramipour 2
  • Balal Ezanloo 3
چکیده [English]

This descriptive-correlational study aimed to investigate the relationship between assessment for learning and Students’ Cognitive and Metacognitive Strategy Use at student, class and school levels. In this study, 888 high school students in the first secondary level in the School Year 2015-2016 in Hamadan city were selected (via cluster sampling method) out of 26956 students. The tools used to collect the required data included the following means: a) a demographic information questionnaires, b) Student Assessment for Learning (SAFL) (Pat-EI, 2013) and Self-Regulated Learning Questionnaire (CP-SRL) (Vandevelde, Van keer & Rosseel, 2013). Regarding the data analysis, it was attempted to make use of descriptive statistics and multilevel models. The results showed that there was a significant positive relationship between assessment for learning and self-regulated learning and that the latter relationship was affected at the class level and, thus, the school level had no impact on the strength of this relationship. The results of this study emphasized the importance of assessing in delegating the responsibility of learning to students themselves. As such, assessment could be regarded a powerful tool for promoting students’ use of cognitive and metacognitive strategies.

کلیدواژه‌ها [English]

  • Assessment for learning
  • self-regulated learning
  • Student
  • Multilevel Model
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