شیوه‌های ارزشیابی یادگیرندگان در آموزش الکترونیکی و پیامد آن بر اهمال کاری تحصیلی
الموضوعات :
وجیهه کریمی
1
(استادیار گروه علوم‌تربیتی ، دانشکده روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران)
نسیم امینی مصطفی آبادی
2
(علوم تربیتی ، برنامه‌ریزی درسی، دانشگاه پیام نور، زرین شهر، ایران)
الکلمات المفتاحية: آموزش الکترونیکی, اهمالکاری تحصیلی, ارزشیابی تحصیلی,
ملخص المقالة :
پژوهش حاضر با هدف بررسی شیوه‌های ارزشیابی یادگیرندگان در آموزش الکترونیکی و پیامد آن بر اهمالکاری تحصیلی انجام شده است. پژوهش از لحاظ هدف کاربردی و از نظر رویکردی کمی بود. جامعه آماری مشتمل بر کلیه 463 دانش آموز دوره دوم ابتدایی شهرستان سورشجان در سال تحصیلی 1400-1399 بوده که از بین آنها 210 نفر با روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند. ابزار گردآوری اطلاعات پرسشنامه سولومون و راثبلوم (1984) بود که آلفای کرونباخ آن 73/0 بدست آمد. شیوه های اجراشده ارزشیابی یادگیرندگان منطبق با دیدگاه کولار و فیچر Kollar&Fischer, 2020) ) شامل شش روش بود. تجزیه و تحلیل داده‌ها با استفاده از تحلیل واریانس و آزمون بونفرونی در نرم افزار Spss23 در دو سطح توصیفی و استنباطی انجام گرفت. نتایج حاکی از آن بود که بین نمرات اهمالکاری در همه شیوه‌های ارزشیابی الکترونیکی تفاوت وجود دارد و این تفاوت باتوجه به سطح معناداری 05/0< p، در مورد همه شیوه‌های ارزشیابی الکترونیکی معنادار است. همچنین بالاترین تفاوت میانگین‌ها بین ارزشیابی‌های فرایند مدار با ارزشیابی‌های نتیجه مدار بود. بالاترین میانگین اهمالکاری(03/74 ) در رابطه با روش آزمون‌های عینی و پایین ترین میانگین در رابطه با شیوه کارپوشه الکترونیکی بدست آمد.
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