طراحی و اعتباربخشی ابزار ارزیابی برنامههای درسی ضمن خدمت معلمان با تاکید بر اسناد بالادستی
محورهای موضوعی : آموزش و پرورشنسرین فارسی علی آباد 1 , فائزه ناطقی 2 , محمد سیفی 3
1 - دانشجوی دکتری تخصصی برنامه ریزی درسی ، گروه علوم تربیتی، اراک، ایران
2 - استادیار دانشگاه آزاد اسلامی، واحد اراک، گروه علوم تربیتی، اراک ، ایران
3 - استادیار دانشگاه آزاد اسلامی، واحد اراک، گروه علوم تربیتی، اراک ، ایران
کلید واژه: طراحی, اعتبار بخشی, ابزار ارزیابی, اسناد بالادستی,
چکیده مقاله :
تحقیق حاضر بهمنظور طراحی و اعتباربخشی ابزار ارزیابی برنامههایدرسی ضمنخدمت معلمان با تاکید بر اسناد بالادستی به روش ترکیبی انجام گرفت. جهت طراحی، تدوین و ساخت ابزار، ابتدا ملاکهایارزشیابی و سپس با تحلیل کیفی اسناد بالادستی نشانگرها مشخص شدند و براساس آنها پرسشنامهای با 106 گویه تنظیم گردید. روایی محتوایی و صوری ابزار براساس نظر متخصصان موردقبول واقع شد و بهمنظور ارزیابی روایی سازه و پایایی ابزار ساختهشده، از این ابزار جهت ارزیابی برنامههایدرسی، دورههای ضمنخدمت معلمان شهرستان رفسنجان بهره گرفتهشد. بدین صورت که برای ارزیابی اهداف برنامههایدرسی طراحی و تدوینشده دورههای ضمنخدمت از مدرسین این دورهها(جمعا 21نفر) با توجه به آشنایی بیشتر آنها با اهداف این برنامهها و در ارتباط با سایر عناصر از معلمان شرکتکننده در دورهها(جمعا 321 نفر) بهعنوان متخصصین ناظر بر واقعیتهای اجرای برنامهها نظرخواهی بهعمل آمد. تحلیل دادههای حاصل از ارزیابی برنامهها به کمک ابزار طراحیشده، اساس سنجش روایی و پایایی ابزار قرار گرفت. بدینترتیب شاخصهایCFI ،AGFI ،GFI در مؤلفهی محتوا 942/0، 909/0 و 982/0 فعالیت یادگیری 929/0، 938/ 0و 902/0 مواد آموزشی 989/0، 945/0 و 962/0راهبرد یاددهی-یادگیری 926/0، 932/0 و 823/0 زمان989 /0، 945/0 و 962/0 فضا 969/0، 925/0 و 998/0 گروهبندی 889/0، 926/0 و 910/0 و در مؤلفهی ارزشیابی 919/0، 925/0و 902/0 برآورد شدند که تمامی نشان از برازش مطلوب و مناسب ابزار است. پایایی ابزار پرسشنامه 74 گویهای در این پژوهش با استفاده از آلفای کرونباخ در کل برابر با 968/0و برای هرکدام از مؤلفههای محتوا، فعالیتهای یادگیری، مواد آموزشی، راهبردهای یاددهی-یادگیری، زمان، فضا، گروهبندی و ارزشیابی بهترتیب برابر با916/0، 819/0، 874/0، 913/0، 860/0، 869/0، 879/0و876/0 و برای پرسشنامه 32 گویهای درکل برابر با 923/0 و درخصوص هرکدام از مؤلفههای اهداف شناختی، عاطفی و مهارتی بهترتیب برابر با 876/0، 877/0، 865/0برآورد گردید که نشان از پایایی بالای ابزار طراحی شدهاست.
This research was conducted to design and validating evaluation instrument of in-service teachers' curriculum emphasizing on high order documents by mixed method. In order to design, compile and construct the instrument, evaluation benchmarks and then indicators were first determined by qualitative analysis of high order documents based on which a 106-question questionnaire was regulated. Content and apparent validity of the instrument were approved by experts' ideas; and in order to evaluate structure's validity and instrument's reliability, this instrument was used to evaluate in-service courses curriculums of teachers in Rafsanjan. So, evaluating goals of designed and compiled in-service courses' curriculums, trainers of these courses(totally 21 people) regarding more knowledge of them with goals of curriculums and teachers participated in these courses(totally 321 people) as experts supervising facts of performing curriculums relating to other elements were asked. Measuring validity and reliability of instrument was based on analyzing data resulted from evaluating curriculums by designed instrument.Therefore, CFI, AGFI and GFI in content component were estimated 0.942, 0.909 and 0.982 learning activity 0.929, 0.938 and 0.902educational materials 0.989, 0.945 and 0.962 teaching-learning strategy 0.926, 0.932 and 0.823 time 0.989, 0.945 and 0.962 space 0.969, 0.925 and 0.998 grouping 0.889, 0.926 and 0.910 and in evaluation component 0.919, 0.925 and 0.902 which all show suitable and fitness of instruments. In this research, reliability of 74-question questionnaire instrument using Cronbache's Alpha is totally equal to 0.968 and for every components of content, learning activities, educational materials, teaching-learning strategies, time, space, grouping and evaluation respectively equal to 0.916, 0.819, 0.874, 0.913, 0.860, 0.869, 0.879, 0.876 and for 32-question questionnaire totally equal to 0.923 and regarding every components of cognitive, emotional and skill goals, it was respectively estimated equal to 0.876, 0.877 and 0.865 showing high reliability of designed instrument.
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