بازخوردهای معلمان مجری الگوی ارزشیابی توصیفی(کیفی)
محورهای موضوعی : پژوهش در برنامه ریزی درسی
علی انتهائی آرانی
1
(
1استادیار و عضوهیأت علمی پژوهشگاه مطالعات آموزش و پرورش
)
محمد حسنی
2
(
2استادیار گروه علوم تربیتی و عضو هیأت علمی دانشگاه کاشان، کاشان، ایران
)
عباس شکاری
3
(
3کارشناس ارشد برنامه ریزی درسی و آموزگارآموزش و پرورش
)
کلید واژه: ارزیابی, ارزشیابی کیفی ـ توصیفی, بازخورد, مدارس ابتدایی,
چکیده مقاله :
هدف پژوهش حاضر، شناخت چگونگی درک و فهم و ارائه بازخوردهای توصیفی (کیفی) معلمان مدارس ابتدایی شهرستان آران و بیدگل است. روش پژوهش کیفی و از نوع پدیدار شناسی است.جمع‌آوری اطلاعات بر اساس سه ابزار مصاحبه نیمه ساختار یافته، مشاهده وتحلیل محتوا است. این پژوهش در چارچوب منطق نمونه‌گیری در روش پدیدار شناسی و به صورت هدفمند انجام شد و تعداد 32 نفراز برای مصاحبه انتخاب شدند. همچنین 10 کلاس مورد مشاهده قرار گرفت. در راستای مثلث سازی، محققان از یکصد نمونه بازخورد نوشتاری معلمان نیز تحلیل محتوا به عمل آوردند. نتایج نشان داد که بیشتر معلمان نمونه (66 درصد) تحقیق، فهم درستی از مفهوم باز خورد داشتند و بخش کوچکی (18 درصد) از آنان برداشت ناقصی داشتند. همچنین بخش محدودی (16 درصد) از آنان، فهم درستی از چیستی و چگونگی مفهوم بازخورد نداشتند. در زمینه چگونگی بازخورد دادن در کلاس درس مشاهدات نشان داد که معلمان از انواع بازخوردها استفاده نموده‌اند که بازخوردهای عاطفی، کلامی فردی، کلامی گروهی و کتبی به ترتیب بیشتر موارد بوده‌اند. تحلیل محتوای بازخوردهای کتبی نیز نشان داد که معلمان عمدتاً از بازخوردهای ملاکی، توصیفی و تشویق آمیز استفاده می‌نمایند.
Considering the Aran and Biddgol elementary schools, this study is conducted with the aim of recognizing the teachers’ awareness about the concept of descriptive- quantitative feedback and, hence, applying that in the classroom .The method of study is of qualitative and phenomenological one. Semi-structural interview, observation, and content analysis were the tools by means of which data were collected. Considering the phenomenological method, Thirty two teachers, for the interview, and ten classrooms, for the observation, were selected. Based on the 100 samples of the teachersʹ writing feedbacks, as the third angle of this triangle, the researchers did content analysis.The findings showed that majority of the intended teachers (66%) were fully aware of the concept of the feedback and a few of them (18%)did not understand this concept perfectly and a limited number of them (16%) had no idea about what and how the concept of feedback was. The findings show that different sorts of feedback had been used by the teachers as: emotional, individual-speaking, group- speaking, and writing feedbacks. The content analysis of writing feedbacks, also, showed that the teachers mainly used the quantitative, descriptive, and encouraging feedbacks.
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