شناسایی ملاک¬ها و نشانگرهای رویکرد سنجش به مثابه یادگیری در کلاس¬های چندپایه دوره ابتدایی: یک مطالعه کیفی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فاطمه رضائی
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مرضیه دهقانی
2
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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.
کلید واژه: چندپایه, دوره ابتدایی, سنجش به مثابه یادگیری, ملاک¬ها و نشانگرها,
چکیده مقاله :
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.
Creating the groundwork for worthy education of students who are capable, active, knowledgeable and independent and respect values and cultures is one of the most important concerns of knowledgeable trustees in educational systems. The approach of assessment as learning as the newest approach, by targeting and providing suitable conditions, provides the basis for the formation and strengthening of students' competencies as independent, flexible and critical citizens. The current research was based on the qualitative research approach and descriptive phenomenological method with the aim of identifying the criteria and indicators of assessment as learning in multi-grade classes. For this purpose, using the criterion sampling method and semi-structured interviews with 14 participants, the data was collected and analyzed using the colaizzi method. In order to make the findings believable, three methods of external audit, review of results by informants and long-term engagement were used. The results of the research led to the identification and classification of 3 criteria and 17 indicators for the approach of assessment as learning in multi-grade classes of elementary school. It seems that the criteria and indicators identified for multi-grade classes can provide the necessary basis for making a suitable tool for measuring the assessment as learning approach in determining the performance quality of multi-grade teachers and providing improvement solutions.
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