طراحی و تدوین الگوی جامع ارزشیابی کیفیت تدریس اساتید: مطالعة موردی دانشگاه رازی
محورهای موضوعی : پژوهش در برنامه ریزی درسیامیرحسین علی بیگی 1 , شهرزاد بارانی 2 , مهدی کزمی دهکردی 3
1 - دانشیار گروه ترویج و آموزش کشاورزی، دانشکده کشاورزی، دانشگاه رازی، کرمانشاه، ایران.
2 - دانشجوی دکترای توسعه کشاورزی، دانشگاه رازی، کرمانشاه، ایران.
3 - استادیار گروه توسعه روستایی، دانشکده کشاورزی، دانشگاه شهرکرد، شهرکرد، ایران.
کلید واژه: کیفیت تدریس, ارزشیابی عملکرد, الگوی جامع, اعضای هیئت‌علمی,
چکیده مقاله :
هدف این پژوهش، تدوین الگوی جامع ارزشیابی کیفیت تدریس اساتید با روش پژوهشی توصیفی-پیمایشی بود. جامعة آماری را اعضای هیئت‌علمی تمام‌وقت استخدام شده در دانشگاه رازی تشکیل دادند (224=N). برای نمونه‌گیری از روش نمونه‌گیری تصادفی ساده و کاربرد جدول بارتلت (132n=) بهره گرفته شد. روایی ابزار با پانل متخصصین و پایایی آن از طریق ضریب آلفای کرونباخ محاسبه شد (83/0). در تحلیل داده‌ها، از آماره‌های میانگین و انحراف معیار و روش‌های آماری استنباطی شامل تحلیل عاملی و تحلیل رگرسیون گام‌به‌گام توسط نرم‌افزار SPSS14 استفاده شد. نتایج نشان داد که اساتید دانشگاه رازی از کیفیت موجود ارزشیابی چندان خرسند نیستند. مهم‌ترین تهدیدکنندة ارزشیابی، سخت‌گیری یا آسان‌گیری استاد، جدی نگرفتن فرم‌ها و عدم دقت دانشجویان بود. روش و زمان مناسب ارزشیابی، افراد باصلاحیت برای ارزشیابی و شیوة مناسب در انعکاس نتایج، مهم‌ترین پیشگوکننده‌های کیفیت ارزشیابی بودند. پنج مقوله مناسب ارزشیابی شامل رفتار مدرس، مدیریت تدریس، خصوصیات شخصیتی، نوآوری در تدریس، توانایی پرورش روحیات، از تحلیل عاملی استخراج گردید. درنهایت، الگوی جامع کیفیت تدریس ارائه شد.
The main purpose of this study was to design a comprehensive model for teaching quality evaluation through descriptive-survey. The statistical population was comprised of full-time faculty members at Razi University (N = 224). Simple random sampling method and Bartlett's table were used (n = 132).Validity of questioniare were calculated with a panel of experts and its reliability by Cronbach's alpha coefficients (0/83). In data analysis, mean and standard deviation and inferential statistical methods including factor analysis and stepwise regression analysis using SPSS14 software were used. Based on findings, Razi university faculties were not so satisfied from the existing quality of evaluation. The most important threatening factors of evaluation were strictness or leniency of the scoring, a serious failure of forms, and accuracy of students. Appropriate method and time of evaluation, competent persons for executing evaluation, and appropriate method of feedback were most important elements of evaluation quality system. The most important factors of evaluation of teaching quality in factor analysis were behaviors of professor, teaching management, personality characters, innovation in teaching, and ability of raising mentalities. Finally, a comprehensive model of teaching quality was presented.
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