تشخیص وضعیت دانش‌آموزان پایة چهارم ایران در خصیصه‌های شناختیِ آزمون علوم مطالعۀ تیمز 2015

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار پژوهشگاه مطالعات آموزش و پرورش، تهران، ایران

10.22034/emes.2023.533594.2284

چکیده

هدف: امروزه سنجش شناختی تشخیصی برای کسب اطلاعات بیشتر در مورد یادگیری آزمودنی‌ها مورد‌توجه قرار گرفته است. در همین راستا، در مطالعۀ حاضر این شیوه به‌کار بسته شد تا اطلاعات بیشتری در مورد پاسخ‌های دانش‌آموزان پایۀ چهارمِ شرکت‌کننده در آزمون علوم مطالعۀ تیمز 2015 استخراج شود.
روش پژوهش: 11 خصیصۀ مهم در آموزش علوم شناسایی و با بررسی سؤالات ماتریس Q تشکیل شد. سپس، پاسخ 3823 دانش‌آموزی که 206 سؤال آزمون علوم را داده بودند، با استفاده از مدل تشخیصی جی‌دینا تحلیل شد.
یافته‌ها: نتایج نشان داد که این مدل قدرت تولید اطلاعات تشخیصی‌ را دارد. در مقایسۀ احتمال پاسخ خصیصه‌ها مشخص شد که سه خصیصۀ بازشناسی، ارائه مثال، و توصیف احتمال بالاتری نسبت به سایر خصیصه‌ها نشان دادند و احتمال تسلط بر آن‌ها از 50/0 بیشتر بود. با این‌حال، تنها خصیصۀ بازشناسی از ملاک مقبولِ 65/0 بیشتر بود. از طرف دیگر، دو خصیصۀ پیش‌بینی و کاوشگری علمی کم‌ترین احتمال پاسخ را داشتند.
نتیجه‌گیری: نتایج نشان داد که به‌طور کلی تفاوت زیادی بین احتمال پاسخِ خصیصه‌های دانشی و خصیصه‌های دربرگیرندۀ تفکر سطح بالا در بین دانش‌آموزان ایران وجود دارد که می‌تواند به فاصله گرفتن برنامۀ اجرا شدۀ علوم از برنامۀ مصوب آن مربوط باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Diagnosis of science cognitive attributes of Iranian fourth grad students in TIMSS 2015

نویسنده [English]

  • Masoud Kabiri
Assistant Professor of Research Institute for Education, Tehran, Iran
چکیده [English]

Objective: Nowadays, cognitive diagnostic assessment (CDA) is highly attended due to attain deeply information about examinees. In present study, CDA is used to provide more information about science responses of Iranian fourth graders who participated in TIMSS 2015.
Methods: 11 science attributes were identified and the Q matrix was created. Then, responses of 3823 students to 206 items was analyzed by G-DINA model.
Results: The results showed that the model can produce suitable diagnostic evidences. Also, three attributes including: Recognize, Providing examples, and Describe had higher attribute probabilities than others and their mastery probabilities were more than 0.50. Whereas, only probability of Recognize was higher than 0.65 and this is considered as mastered attribute. In other hand, Predict and Scientific inquiry had lowest attribute probabilities.
Conclusion: In general, the results revealed that there are sizable deference between knowledge-based attributes and higher-order thinking attributes in students, that can associated to distance between intended and implemented curricular.

کلیدواژه‌ها [English]

  • Keywords: Cognitive diagnostic assessment
  • Science education
  • G-DINA
  • TIMSS
  • Iran education
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