طراحی و اعتباربخشی ابزار ارزیابی برنامه‌های درسی ضمن خدمت معلمان با تاکید بر اسناد بالادستی

محورهای موضوعی : آموزش و پرورش

نسرین 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

تاریخ دریافت : 1394/10/02 تاریخ پذیرش : 1396/03/31 تاریخ انتشار : 1396/03/01

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.

چکیده انگلیسی:

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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