طراحی الگوی مناسب ارزشیابی پیشرفت تحصیلی رشتههای گروه فنی و مهندسی بر اساس تجارب زیسته اساتید و دانشجویان
محورهای موضوعی : آموزش و پرورش
سید عبدالله حجتی
1
,
محمدحسین یارمحمدیان
2
,
نرگس کشتی آرای
3
1 - دکتری برنامه‌ریزی درسی،دانشکده علوم تربیتی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 - استاد،مرکز تحقیقات مدیریت واقتصاد سلامت،دانشگاه علوم پزشکی اصفهان، اصفهان، ایران
3 - دانشیار،دانشکده علوم تربیتی، واحد اصفهان(خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
کلید واژه: تجارب زیسته, ارزشیابی پیشرفت تحصیلی, طراحی الگو, پدیدار شناختی,
چکیده مقاله :
هدف کلی از انجام این پژوهش طراحی الگوی مناسب ارزشیابی پیشرفت تحصیلی رشتههای گروه فنی و مهندسی براساس تجارب زیسته اساتید و دانشجویان میباشد. از این رو در مقاله حاضر مبتنی بر پژوهش پدیدار شناختی به توصیف، تبیین و تفسیر تجارب زیسته اساتید رشتههای فنی و مهندسی درخصوص ارزشیابی پیشرفت تحصیلی در جهت ارائه الگو اقدام گردید. شرکتکنندگان در این پژوهش اساتید رشتههای فنی و مهندسی دانشگاه آزاد اسلامی واحد بناب بودند که با روش نمونهگیری هدفمند طبقهای انتخاب شدند. ابزار گردآوری اطلاعات مصاحبه عمیق نیمه ساختار یافته بود. روش تجزیه و تحلیل اطلاعات روش کدگذاری موضوعی و استفاده از روش هفت مرحله-ای کلایزی بود، برای تعیین اعتبار یافته از روش سه سوسازی و روایی بازسازی واقعیت و برای افزایش پایایی پژوهش مصاحبهها با یک برنامه قبلی در یک فضای مناسب و رعایت شرایط مصاحبه با راهنماییهای لازم و به دور از سوگیری و اعمال نظر خاصی انجام میگرفت. نتایج براساس تجارب زیسته اساتید و دانشجویان نتایج نشان داد که اساتید نقش بیبدیل آزمون میان ترم در ارزشیابی عملکرد تحصیلی، الزامیبودن آزمون‌های کوتاه کلاسی، ارزشیابی کنش متقابل، صریح نبودن معیارهای ارزشیابی، رهایی از حصار ارزشیابی پایانی، ارزشیابی مستمر شرط تحقق ارزشیابی جامع، ارزشیابی مهارتی، تنوع و تعدد در ارزشیابی، ارتباط ارزشیابی با حجم محتوا و غیره جزو تجارب خود قلمداد نمودند. درنهایت براساس تجارب زیسته اساتید ودانشجویان الگوی اختصاصی ارزشیابی پیشرفت تحصیلی رشتههای فنی و مهندسی ارائه شد.
The prime purpose of the present study is to investigate the life experiences of technical and engineering students and professors on evaluation of educational progress for the purpose of proposing an integrated model of evaluating educational progress of engineering students. Since evaluation is an indispensible part of instruction and it is employed for the purpose of the investigating learners' learning. So The present study is a phenomological inquiry into the life experiences of Iranian engineering students on the educational progress of evaluation at universities. For the purpose of the data collection, twelve engineering students, electronic, mechanics, industrial, aerospace, etc. of the Azad University of Bonab, Iran were interviewed by the lead author. The participants volunteered for the study and each interview lasted approximately 35 minutes. The adapted design was flexibility and purposeful sampling. Twelve university professors also were interviewed by the researcher. For the data collection, deep and semi-structured interview was used. After conducting the interview, the findings were coded and transcribed. qualitative data collect ion was employed for the present study. Data were analyzed through inductive analysis and creative synthesis (Glaser's seven steps ). In order to estimate the validity of the finding, split-half method was employed and for the enhancing the reliability , the interviews were conducted in a calm and appropriate environment The findings revealed important patterns and themes behind evaluation. The participants had the life experiences of evaluation as being unfair, not fully based on the classroom syllabus, and call for raising professors' awareness on evaluation. They advocated a synthesis of a theoretical and practical evaluation. The participants also supported formative evaluation during a semester. The present study has a number of pedagogical implications for teacher education, teachers, testing professionals, among others.
- Acomi N.( 2014). The optimum method of students` evaluation in higher education. Journal of Procedia –Social and Behavioral Sciences, 149: 4-7.
- Barrio M, Escamilla A, Garcia M, Fernandez M.(2015). Influence of assessment in the teaching-learning process in the higher education. Journal of Procedia –Social and Behavioral Sciences, 176: 458-465.
- Calsyn R, Kenny D.(1977). Self-concept of ability and perceived evaluation of others: cause or effect of academic achievement?Journal of Educational Psychology,No. 69(2): 136-145.
- Diba, Jabari gharabakh D, yekta Z, roshan Milan SH.( 2013). Effect of different methods for evaluating the academic achievement of medical students on the outcome of the final Test of Basic Science, The Journal of Medical Education Development, No 2.10
- Glassick C, Huber M , Maeroff GI. (1997). Scholarship assessed: evaluation of the professoriate. specialreport.1st ed. Sanfrancisco: Jossey Bass, 130p.
- Harlen W.( 2007).Criteria for evaluating systems for student assessment.Studies in Educational Evaluation, 33: 15-28.
- Holloway A. (20065). Qualitative research methods in nursing. Translate H - Ali Abedi, the Ravanipour, the Holy God, and Yousefi A, Tehran: Bashiri.
- Khuanwang W, lawthong N, Suwanmonkha S. (2016). Development of evaluation standards for professional experiential training of student teachers.Procedia –Social and Behavioral Sciences, 217: 878-886.
- Khan Mohammadi A, Ebrahim poor M. 1389. Comparison of personality characteristics and learning styles in students of Science, Engineering and Humanities, Islamic Azad University of Mazandaran province, Journal of Educational Psychology (Psychology and Education), No 16:6.
- Komeili Gh ,Rezaei Gh. (2002). Student Evaluation by Faculty of Science University of Medical Sciences Iranian Journal of Medical Education, Vol 4.
- Mahajur S. (1997). Educational Evaluation, theories, concepts, principles and Algvhha, Tehran, S. publication. G. Mahdavi, M. Najafi M. Khosravi. (2011). The relationship between test anxiety, perfectionism and achievement motivation and academic achievement, New Thoughts on Education, Faculty of Education and Psychology at the University of 8, No 3.
- Marsh H. (1987). Students' evaluations of university teaching: research findings, methodological issues, and directions for future research.Reports - Evaluative/Feasibility,30p.
- Marshall K, Ras man G. (1998). Qualitative research methods. (F) the Arabs as Parsaeian translator, publisher Cultural Research Bureau.
- Mir arab razi R , Hoseini joo S. (2016). Grading factors affecting the final evaluation of teaching in higher education, Iranian Journal of Engineering Education, Vol. XVIII, No. 9.
- Mrvyt G, Burg V, Vgal J. (2008). Research Methods in Psychology quality and quantity. Translate in Nasr et al., Tehran: side, martyr Beheshti University.
- Passeri S, Nadruz J, Bicudo A.( 2015). Medical students progress in the practice assessment of knowledge, skills, and attitudes. Creative Education, 6(8):805-810.
- Ramon-Munaz R.( 2015). The evaluation of learning: a case study on continuous assessment and academic achievement. Journal of Procedia –Social and Behavioral Sciences, 196:149-157.
- Sadeghi N. (2013). necessity of assessing learning outcomes in higher education, the Seventh Conference of the university systems of quality assessment, quality assessment centers Tehran University.
- Saburi A, Vahid dastjerdi A , mahdiyan M, Kharazi fard M, (2010). Beheshti University Dental School Students' Attitudes specialized in the examinations in school year(2010 – 2009), Beheshti University of Medical Sciences Journal of Dental School, Vol 28, No 2.
- Salehi K, Bazarghan A, Sadeghi N,shukuhi yekta M .(2015). Perceptions and Experiences of Teachers representation of the possible damage caused by the implementation of the program in primary schools descriptive evaluation, measurement and evaluation of Educational Studies, Issue 9.
- Sirotova M.( 2015). Causal Attributes of university students and their preferences in the process of evaluation of their learning activity results. Journal of Procedia – Social and Behavioral Sciences, 174: 2361-2367.
- Shahr abadi A, Rezaeian M , Haghihgat doost A. (2013). Forecast Evaluation Based on the experience of academic achievement among students of Rafsanjan University of Medical Science, The Journal of Medical Education Development, Vol 10, No 4.
- -Suknaisith A. (2014). The results of self-directed learning for project evaluation skills of undergraduate students. Journal of Procedia –Social and Behavioral Sciences, 116: 1676-1682.
- Terzer M, Ozrecberoglu N.( 2015). Students` view of the problems faced with the measurement and evaluation system in the primary school mathematics education system. Journal of Procedia – Social and Behavioral Sciences, 186: 856-861.
- Udoukpong B, Okan C.( 2012). Perception of formative evaluation practices and students`academic performance in junior secondary certificate examination in social studies.- International Journal of Business and social science, 3(15): 204- 212.
- Wright S, Horn S, Sanders W. (1997). Journal of Personnel Evaluation in Education, 11: 57-67.
_||_