شناسایی چالش‌ها و راهکارهای ارزشیابی مؤثر از یادگیری دانش‌آموزان دوره ابتدایی در نرم‌افزار شاد توسط نومعلمان

محورهای موضوعی : یادگیری

انسی کرامتی ¹ , مهدیه رحیمی ² , رقیه افرا ³

1 - استادیار گروه علوم تربیتی، دانشگاه فرهنگیان
2 - دانشجوی کارشناسی‌ارشد برنامه‌ریزی درسی، دانشگاه تهران
3 - دانشجوی کارشناسی‌ارشد برنامه‌ریزی درسی، دانشگاه فردوسی مشهد

تاریخ دریافت : 1400/08/10 تاریخ پذیرش : 1400/11/12 تاریخ انتشار : 1401/04/01

کلید واژه: دوره ابتدایی, ارزشیابی, نرم‌افزار شاد, نومعلمان فارغ‌التحصیل از دانشگاه فرهنگیان,

چکیده مقاله :

هدف از این پژوهش شناسایی چالش‌ها و روش‌های ارزشیابی مؤثر از یادگیری دانش‌آموزان دوره ابتدایی در برنامه شاد توسط نومعلمان فارغ‌التحصیل از دانشگاه فرهنگیان است. این پژوهش با رویکرد کیفی و روش پدیدارشناسی انجام شد. مشارکت‌کنندگان پژوهشی که با استفاده از دو شیوه ملاک محور و زنجیره‌ای، انتخاب و تا مرز اشباع اطلاعاتی، در این پژوهش مشارکت داشتند، تعداد 17 نفر از دانشجومعلمان ورودی سال 1391 دانشگاه فرهنگیان بودند. با این افراد که اکنون (1400) به عنوان نومعلمانی در مشهد مشغول به خدمت هستند؛ مصاحبه نیمه ساختاریافته انجام گرفت. مصاحبه‌های مکتوب شده با استفاده از روش تحلیل مضمون، تجزیه و تحلیل شدند. جهت تأمین اعتبار تحقیق، معیارهای لینکلن و گابا مورد استفاده قرار گرفت. براساس یافته‌های به دست آمده عمده‌ترین چالش‌های نومعلمان برای انجام ارزشیابی معتبر شامل 2 مضمون فراگیر، 6 مضمون سازمان‌دهنده، 14 مضمون پایه است. همچنین عمده‌ترین راهکارهای نومعلمان برای غلبه بر چالش‌های ارزشیابی را می‌توان در قالب 4 مضمون فراگیر، 10 مضمون سازمان‌دهنده و 27 مضمون پایه دسته‌بندی کرد. نتایج این پژوهشگر بیانگر آن است که ارزشیابی در فضای شاد یکی از دشوارترین وظایف نومعلمان است. به نحوی که برخی از چالش‌های ارزشیابی در فضای شاد بسیار جدی بوده و نومعلمان برای غلبه بر آنها علی رغم تلاش فراوان، راهکار موفقیت‌آمیزی نداشتند اما در برابر سایر چالش‌ها، با صرف وقت فراوان و تحمل فشار کاری مضاعف، تاحدودی موفق به انجام ارزشیابی معتبر شدند.

چکیده انگلیسی:

The purpose of this study was to investigate the challenges and solutions for an effective evaluation of Primary School students by new teachers, who were graduated from Farhangian University, in Shad Software. This study was conducted via qualitative approach using phenomenological method. Participants were selected by two methods of snowball and Criterion sampling to theoretical saturation boundary, 17 new teachers who were freshman at Farhangian University, in academic year 2012-2013. The participant who are new teachers in Mashhad were subjected to semi-structured interviews, in 2021. Transcribed interviews were analyzed via thematic coding. Lincoln and Guba criteria were also used to determine the reliability of the research. Findings revealed that there were 2 inclusive themes, 6 organizing themes and 14 basic themes, based on main challenges for doing an effective evaluation in primary schools by new teachers. Also main solutions for overcoming to these challenges can be categorize in 4 inclusive themes, 10 organizing themes and 27 basic themes. The results indicate that doing evaluation in Shad Software is one of the most difficult tasks carried out by new teachers. In a way that some of the evaluation challenges were so serious and new teachers didn’t have any idea or successful solutions, despite their best effort, to overcome them. But in the face of other challenges, by spending a lot of time and tolerating some work pressure, relatively they succeeded to perform a valid evaluation.

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Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon, 6(11): 1-5.

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Al-Fraihat, D., Joy, M., Masa'deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior. 102, 67-86

Azlan, C. A., Ding Wong, J. H., Tan, L.K., Nizam AD., Huri, M.S. Ung, N. M., Pallath, V., Lay Tan, C. P., Hong Yeong, C., & Hoong Ng. K. (2020). Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic – a case study from Malaysia. European Journal of Medical Physics. 80,10-16

Bawa, P. (2020). Learning in the age of SARS-COV-2: A quantitative study of learners’ performance in the age of emergency remote teaching. Computers and Education Open. 1, 1-10

Behzadian, M. (2002). Education: a critique on academic evaluation in educational settings. Teacher Roshd, 168, 12-17 [In Persian].

Brahim, B., & Lotfi, A. (2018). A traces based system helping to assess knowledge level in e-learning system. Journal of King Saud University – Computer and Information Sciences. 32(8): 977-986.

Cheng, C., & Crumbley, D. L. (2018). Student and professor use of publisher test banks and implications for fair play. Journal of Accounting Education, 42,1–16.

Clark, M., Januzzi, J. L., Greenberg, B. H., & Eckert, S. (2020). Assessing the impact of an online educational program on participants’ knowledge, satisfaction, practice and commitment to change. Spotlight on Special Topics: Education and Training. 75(11): 1-10.

Donga, CH., Caob, S., & Lia, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 1-9.

Elzainy, A., El Sadik, A., & Al Abdulmonem, W. (2020). Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University. Journal of Taibah University Medical Sciences. 15(6): 456-462.

Gall, M., Borg, V., & Gall, J. (2003). Qualitative and quantitative research in psychology and education. Translated by Amadreza Nasr Esfahani and et al. (2018). Tehran: Samt [In Persian]. 

Gholipoor, N. (2020). Virtual education and the challenges of present era. Studies of Psychology and Education. 14(4): 57-68 [In Persian].  

Golden, J., & Kohlbeck, M. (2020). Addressing cheating when using test bank questions in online Classes. Journal of Accounting Education. 52,1-14.

Grewenig, E., Lergetporer, PH., ^,Werner^, K., Woessmann^, L., & Zierow, L. (2021). COVID-19 and educational inequality: How school closures affect low- and high-achieving students. European Economic Review. 140, 1-10.

Haji, J., Mohammadimehr, M., & Mohammadazar, H. (2021). Describing the Problems of virtual Education via Shad application in Corona Pandemic: This is a phenomenological study. Information and Communication Technology in Educational Science. 43(11): 153-174 [In Persian]. 

Hermida, A. P. (2020). College Students’ Use and Acceptance of Emergency Online Learning Due to COVID-19. International Journal of Educational Research.1,1-34.

Hoe Looi, k. (2021). Data set of the challenges and future preference for e-learning of Malaysian business undergraduates during the COVID-19 pandemic. Data in Brief. 38, 1-6.

Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring Undergraduate Students’ Attitudes towards Emergency Online Learning during COVID-19: A Case from the UAE. Children and Youth Services Review.119, 1-21.

Joughin, G. (2009). Assessment, Learning and Judgement in Higher Education. Australia: Springer

Kareshki, H., Momeni Mahmouei, H., & Ghoreyshi, B. (2014). Comparison of educational motivation and quality of life of male students, subjected to descriptive evaluation with the traditional evaluation. Research in Curriculum Planning. 13(11): 104-114 [In Persian].

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage

Mahmoodzadeh, F., & Rahmani, R. (2008). The importance of cumulative evaluation in educational system. Education Strategies.1(2): 20-27 [In Persian].

Manenova, M. (2015). Evaluation of e-learning courses using communicative and cooperative tools. Social and Behavioral Sciences. 176, 884 – 890.

Mohammadi, S., & Mohammadloo, J. (2008) virtual evaluation. Teacher Roshd. 336, 34-36 [In Persian].

Masoodi, M. (2019). Cumulative and summative evaluation in electronic learning environment. Humanities and Islamic Strategies. 23(5): 51-72 [In Persian].

Nateghpoor, E., & Salibi, Zh. (2016). Studying the relationship between academic burnout with perfectionism and academic self-efficacy among high school students in Teharn. New advances in behavioral science. 1(3): 1-21 [In Persian].

Nie. Y. (2020). On-line classroom visual tracking and quality evaluation by an advanced feature mining technique. Signal Processing: Image Communication, 84, 1-6.

Qazi, J., Naseer, KH., Qazi, A., AlSalman, H., Naseem, U., Yang, Sh., Hardaker, G., & Gumaei, A. (2020). Evolution to Online Education around the globe during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic: Do develop and underdeveloped cope alike? Children and Youth Services Review, 119(1):1-22.

Reaves, S. J. and Cozzens, J. A. (2018). Teacher Perceptions of Climate, Motivation, and Self-Efficacy: Is There Really a Connection. Journal of Education and Training Studies. 6(12): 48-67.

Rezai, M. (2020). Evaluating what students have learned in times of COVID-19: challenges and solutions. Educational Psychology. 16(55): 179-214 [In Persian]

Rezaizadeh, M., Bandali, B., & Shahverdi, R. (2020). Teaching methods and evaluation in virtual classroom. Tehran: Educational Science and Psychology of Shahid Beheshi University (Research Report) [In Persian].

Seraji, F. (2014). Evaluation in virtual environment. Iranian Encyclopedia of Curriculum. 1-5 [In Persian].

Seyf, A. (2018). Measurement, assessment and evaluation. Tehran: Doran [In Persian].

Shima, T. E., & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID19. Children and Youth Services Review. 119(2): 1-7

Sindiani, A. M., Obeidat, N., Alshdaifat, E., Elsalem, L., Alwani, M. A., Rawashdeh, H., Fares, A. S., Alalawne, T., & Tawalbeh, L. A. (2020). Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan. Annals of Medicine and Surgery. 59, 186-194.  

Vahedi Kojanagh, H., Karimi, N., Rezaie, R., & Esmailpoor, A. (2018). A comparison of the professional qualifications among teachers graduated from Farhangian University, former Teacher Education Centers and other universities. Education technology. 13(1): 83-90 [In Persian].

Wahab, A. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic. Higher Education, 10(3): 16-25.

Abasi Kasani, H., Shams Moorkani, GH., Seraji, F., & Rezai Zadeh, M. (2019). devices for learner evaluation in electronic learning environment. Technology Roshd, 61(16): 21-33 [In Persian].

Abasi, F., Hejazi, E., & Hakimzadeh, R. (2020). Lived Experience of Elementary School Teachers about The Opportunities and Challenges of Teaching in the Educational Network of Students (SHAD): A Phenomenological Study. Teaching Research. 8(3): 1-24 [In Persian].

Abbasi Kasani, H., Shams Mourkani, Gh., Seraji, F., Rezaeizadeh, M., & Abedi, H. (2020). E-Learning Challenges in Iran: A Research Synthesis. International Review of Research in Open and Distributed Learning. 24(4): 96-116.

Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon, 6(11): 1-5.

Akbari, N., Alavi, Sh., & Hamze lou. (2018). Studying the role of descriptive evaluation in primary education. The 4th international conference on the new horizons in the educational science, psychology and social damage. 1-7, Tehran: Association of new Horizon in Science and Technology [In Persian].

Al-Fraihat, D., Joy, M., Masa'deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior. 102, 67-86

Azlan, C. A., Ding Wong, J. H., Tan, L.K., Nizam AD., Huri, M.S. Ung, N. M., Pallath, V., Lay Tan, C. P., Hong Yeong, C., & Hoong Ng. K. (2020). Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic – a case study from Malaysia. European Journal of Medical Physics. 80,10-16

Bawa, P. (2020). Learning in the age of SARS-COV-2: A quantitative study of learners’ performance in the age of emergency remote teaching. Computers and Education Open. 1, 1-10

Behzadian, M. (2002). Education: a critique on academic evaluation in educational settings. Teacher Roshd, 168, 12-17 [In Persian].

Brahim, B., & Lotfi, A. (2018). A traces based system helping to assess knowledge level in e-learning system. Journal of King Saud University – Computer and Information Sciences. 32(8): 977-986.

Cheng, C., & Crumbley, D. L. (2018). Student and professor use of publisher test banks and implications for fair play. Journal of Accounting Education, 42,1–16.

Clark, M., Januzzi, J. L., Greenberg, B. H., & Eckert, S. (2020). Assessing the impact of an online educational program on participants’ knowledge, satisfaction, practice and commitment to change. Spotlight on Special Topics: Education and Training. 75(11): 1-10.

Donga, CH., Caob, S., & Lia, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 1-9.

Elzainy, A., El Sadik, A., & Al Abdulmonem, W. (2020). Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University. Journal of Taibah University Medical Sciences. 15(6): 456-462.

Gall, M., Borg, V., & Gall, J. (2003). Qualitative and quantitative research in psychology and education. Translated by Amadreza Nasr Esfahani and et al. (2018). Tehran: Samt [In Persian]. 

Gholipoor, N. (2020). Virtual education and the challenges of present era. Studies of Psychology and Education. 14(4): 57-68 [In Persian].  

Golden, J., & Kohlbeck, M. (2020). Addressing cheating when using test bank questions in online Classes. Journal of Accounting Education. 52,1-14.

Grewenig, E., Lergetporer, PH., ^,Werner^, K., Woessmann^, L., & Zierow, L. (2021). COVID-19 and educational inequality: How school closures affect low- and high-achieving students. European Economic Review. 140, 1-10.

Haji, J., Mohammadimehr, M., & Mohammadazar, H. (2021). Describing the Problems of virtual Education via Shad application in Corona Pandemic: This is a phenomenological study. Information and Communication Technology in Educational Science. 43(11): 153-174 [In Persian]. 

Hermida, A. P. (2020). College Students’ Use and Acceptance of Emergency Online Learning Due to COVID-19. International Journal of Educational Research.1,1-34.

Hoe Looi, k. (2021). Data set of the challenges and future preference for e-learning of Malaysian business undergraduates during the COVID-19 pandemic. Data in Brief. 38, 1-6.

Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring Undergraduate Students’ Attitudes towards Emergency Online Learning during COVID-19: A Case from the UAE. Children and Youth Services Review.119, 1-21.

Joughin, G. (2009). Assessment, Learning and Judgement in Higher Education. Australia: Springer

Kareshki, H., Momeni Mahmouei, H., & Ghoreyshi, B. (2014). Comparison of educational motivation and quality of life of male students, subjected to descriptive evaluation with the traditional evaluation. Research in Curriculum Planning. 13(11): 104-114 [In Persian].

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage

Mahmoodzadeh, F., & Rahmani, R. (2008). The importance of cumulative evaluation in educational system. Education Strategies.1(2): 20-27 [In Persian].

Manenova, M. (2015). Evaluation of e-learning courses using communicative and cooperative tools. Social and Behavioral Sciences. 176, 884 – 890.

Mohammadi, S., & Mohammadloo, J. (2008) virtual evaluation. Teacher Roshd. 336, 34-36 [In Persian].

Masoodi, M. (2019). Cumulative and summative evaluation in electronic learning environment. Humanities and Islamic Strategies. 23(5): 51-72 [In Persian].

Nateghpoor, E., & Salibi, Zh. (2016). Studying the relationship between academic burnout with perfectionism and academic self-efficacy among high school students in Teharn. New advances in behavioral science. 1(3): 1-21 [In Persian].

Nie. Y. (2020). On-line classroom visual tracking and quality evaluation by an advanced feature mining technique. Signal Processing: Image Communication, 84, 1-6.

Qazi, J., Naseer, KH., Qazi, A., AlSalman, H., Naseem, U., Yang, Sh., Hardaker, G., & Gumaei, A. (2020). Evolution to Online Education around the globe during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic: Do develop and underdeveloped cope alike? Children and Youth Services Review, 119(1):1-22.

Reaves, S. J. and Cozzens, J. A. (2018). Teacher Perceptions of Climate, Motivation, and Self-Efficacy: Is There Really a Connection. Journal of Education and Training Studies. 6(12): 48-67.

Rezai, M. (2020). Evaluating what students have learned in times of COVID-19: challenges and solutions. Educational Psychology. 16(55): 179-214 [In Persian]

Rezaizadeh, M., Bandali, B., & Shahverdi, R. (2020). Teaching methods and evaluation in virtual classroom. Tehran: Educational Science and Psychology of Shahid Beheshi University (Research Report) [In Persian].

Seraji, F. (2014). Evaluation in virtual environment. Iranian Encyclopedia of Curriculum. 1-5 [In Persian].

Seyf, A. (2018). Measurement, assessment and evaluation. Tehran: Doran [In Persian].

Shima, T. E., & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID19. Children and Youth Services Review. 119(2): 1-7

Sindiani, A. M., Obeidat, N., Alshdaifat, E., Elsalem, L., Alwani, M. A., Rawashdeh, H., Fares, A. S., Alalawne, T., & Tawalbeh, L. A. (2020). Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan. Annals of Medicine and Surgery. 59, 186-194.  

Vahedi Kojanagh, H., Karimi, N., Rezaie, R., & Esmailpoor, A. (2018). A comparison of the professional qualifications among teachers graduated from Farhangian University, former Teacher Education Centers and other universities. Education technology. 13(1): 83-90 [In Persian].

Wahab, A. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic. Higher Education, 10(3): 16-25.