راهحلهای بهبود ارزشیابی تکوینی در محیطهای یادگیری الکترونیکی
محورهای موضوعی : آموزش و پرورشحامد عباسی کسانی 1 , غلامرضا شمس مورکانی 2 , فرهاد سراجی 3
1 - دانش آموخته دکتری فناوری اطلاعات در آموزش عالی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.
2 - دانشیار رشته مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.
3 - دانشیار رشته برنامه‌ریزی درسی، دانشکده ادبیات و علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران.
کلید واژه: ارزشیابی, یادگیری الکترونیکی, ارزشیابی تکوینی,
چکیده مقاله :
مقدمه و هدف: ارزشیابی و بخصوص ارزشیابی تکوینی در یادگیری الکترونیکی دارای نقاط ضعف و آسیبهایی است که نیازمند ارائه راهحلهایی جهت بهبود آن است. بنابراین، پژوهش حاضر با هدف ارائه راهحلهایی جهت بهبود ارزشیابی تکوینی در محیطهای یادگیری الکترونیکی انجام گرفت.
روش شناسی پژوهش: روش این پژوهش به لحاظ هدف، کاربردی و به لحاظ نحوه گردآوری اطلاعات از نوع کیفی بود. شرکت کنندگان در پژوهش نیز شامل اساتید مراکز یادگیری الکترونیکی بود که 13 نفر از آنها با استفاده از روش نمونهگیری هدفمند در دسترس به عنوان نمونه پژوهش انتخاب شدند. ابزار گردآوری دادهها نیز مصاحبه نیمهساختارمند بود. همچنین جهت تجزیه و تحلیل دادهها از روش کدگذاری تحلیل مضمون استفاده گردید.
یافته ها: یافته های پژوهش نشان داد که اساتید مراکز یادگیری الکترونیکی جهت بهبود ارزشیابی تکوینی در نظام یادگیری الکترونیکی 10 راهحل اصلی ارائه کردند که عبارتند از: «بکارگیری ابزارهای مختلف ارزشیابی تکوینی»، «بازخورددهی مناسب»، «احراز هویت دانشجویان»، «استفاده اثربخش از ارائه های کلاسی»، «مدیریت تکالیف و فعالیتها»، «اجرای مؤثر آزمونهای آنلاین»، «مدیریت بحثهای کلاسی»، «تهیه برنامه ارزشیابی دانشجویان»، «مدیریت تمرینها و پروژهها»، و «گزارشگیری تحلیلی و مقایسهای».
بحث و نتیجه گیری: جهت بهبود کیفیت ارزشیابی تکوینی و یادگیری دانشجویان باید به راهحلهای شناسایی شده توجه شود و شرایط برای عملی شدن آنها فراهم شود.
Introduction: Assessment and especially formative assessment in e-learning has weaknesses and disadvantages that need to provide solutions to improve it. Therefore, the present study aimed to provide solutions to improve formative assessment in the e-learning environments.
Research methodology: The method of this research was applied in terms of purpose and qualitative in terms of how to collect information. Participants in the study also included professors of e-learning centers, 13 of whom were selected as the research sample using the available purposive sampling method. Data collection tool was also semi-structured interview. The content analysis coding method was also used to analyze the data.
Findings: Findings showed that the professors of e-learning centers provided 10 main solutions to improve formative assessment in the e-learning system, which are: "Using different tools of Formative Assessment", "Appropriate Feedback", "Student Authentication", "Effective use of Class Presentations", "Management of Assignments and Activities", "Effective implementation of Online Tests", "Management of Class Discussions", "Preparation of Student Assessment Program", "Management of Exercises and Projects", and "Analytical and Comparative Reporting".
Conclusion: In order to improve the quality of formative assessment and students' learning, attention should be paid to the identified solutions and conditions should be provided for their implementation.
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