شناسایی ملاک¬ها و نشانگرهای رویکرد سنجش به مثابه یادگیری در کلاس¬های چندپایه دوره ابتدایی: یک مطالعه کیفی

الموضوعات : پژوهش در برنامه ریزی درسی

فاطمه رضائی ¹ , مرضیه دهقانی ² , کیوان صالحی ³

1 - دانشجوی کارشناسی ارشد ارزشیابی آموزشی، دانشگاه تهران، تهران، ایران.
2 - دانشیار گروه روشها، برنامه ریزی آموزشی و درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
3 - دانشیار گروه روشها، برنامه ریزی آموزشی و درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

تاريخ الإرسال : 16 الخميس , ربيع الثاني, 1444 تاريخ التأكيد : 21 السبت , جمادى الأولى, 1446 تاريخ الإصدار : 29 الإثنين , جمادى الثانية, 1446

الکلمات المفتاحية: چندپایه, دوره ابتدایی, سنجش به مثابه یادگیری, ملاک¬ها و نشانگرها,

ملخص المقالة :

زمینه‌سازی برای تربیت شایسته دانش‌آموزان که هم  توانمند، فعال، آگاه و مستقل باشد و هم به ارزش­ها و فرهنگ­ها احترام بگذارد، از مهم­ترین دغدغه‌های متولیان آگاه در نظام­های آموزشی است. رویکرد سنجش به مثابه یادگیري به عنوان جدیدترین رویکرد، با هدف­گیري و فراهم­سازي شرایط مناسب، زمینۀ شکل گیري و تقویت شایستگی­هاي دانش­آموزان به عنوان شهروندان مستقل، انعطاف­پذیر و منتقد را فراهم می­کند. پژوهش حاضر مبتنی بر رویکرد تحقیق کیفی و با روش پدیدارشناسی توصیفی با هدف شناسایی ملاکها و نشانگرهای سنجش به مثابه یادگیری در کلاس های چندپایه انجام شد . بدین منظور با استفاده از روش نمونه گیری ملاکی با دو ملاک داشتن اطلاعات در خصوص فنون تدریس و سنجش و نیز تمایل به مصاحبه و مصاحبه­ی نیمه ساختاریافته با 14 مشارکت کننده، داده­ها گردآوری شد و به روش کُلایزی تحلیل گردید. به منظور باورپذیری یافته­ها از سه روش ممیزی بیرونی، بازبینی نتایج توسط اطلاع­رسانها و درگیری طولانی مدت استفاده شد. نتایج پژوهش، به شناسایی و دسته­بندی 3 ملاک و 17 نشانگر برای رویکرد سنجش به مثابه یادگیری در کلاس­های چندپایه دوره ابتدایی منتج گردید. ملاک­ها و نشانگرهای شناسایی شده برای کلاس­های چندپایه به صورت تدریجی سبب تغییر مسئولیت يادگیری از معلم به دانش‌آموزان، فراهم کردن محیط يادگیری حمايت کننده، ارزيابي اطلاعات، توسعه مهارت­های فراشناختی و انگیزش مي‌گردد و چنین قابلیت­هایی به مثابه «یادگیری برای یادگیری» که گزاره رویکرد عمقی است را بین دانش آموزان ترویج می­دهد و بنظر می‌‌رسد بتواند زمینه‌ی لازم برای ساخت ابزار مناسب اندازه­گیری رویکرد سنجش به مثابه یادگیری در تعیین کیفیت عملکرد معلمان چندپایه و ارائه­ی راهکارهای بهبود را فراهم سازد.

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