دانش ضمنی دبیران زبان انگلیسی دورۀ دوم متوسطه از ارزشیابی کیفی: با تأکید بر روش‌های خودآزمایی و پوشه‌کار
محورهای موضوعی : پژوهش در برنامه ریزی درسیشادی نصرتی 1 , محبوبه خسروی 2 , مصطفی قادری 3
1 - کارشناسی ارشد برنامه‌ریزی درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.
2 - دکترای مطالعات برنامه درسی، استادیار، گروه برنامه‌ریزی درسی، دانشکده روان‌شناسی و علوم تربیتی دانشگاه علامه طباطبائی، تهران، ایران.
3 - دکترای مطالعات برنامه درسی، دانشیار، گروه برنامه‌ریزی درسی، دانشکده روان‌شناسی و علوم تربیتی دانشگاه علامه طباطبائی.، تهران، ایران.
کلید واژه: پوشه‌کار, خودآزمایی, دبیران متوسطه شهریار, روش‌های ارزشیابی کیفی, دانش ضمنی,
چکیده مقاله :
هدف این پژوهش، شناسایی دانش ضمنی دبیران زبان انگلیسی دورۀ دوم متوسطه از روش‌های ارزشیابی کیفی (با تأکید بر روش خودآزمایی و روش استفاده از پوشه‌کار) است. روش مورد استفاده در این پژوهش پدیدارنگاری (تفسیری) است. مشارکت‌کنندگان در پژوهش، دبیران زبان انگلیسی دورۀ دوم متوسطه شهرستان شهریار در سال تحصیلی 98-1397 بودند. با روش نمونه‌گیری هدفمند (رویکرد انتخاب موارد مطلوب و تا سرحد اشباع)، انتخاب نمونه‌ها تا دریافت اطلاعات جدید ادامه پیدا کرد و 18 نفر (7 نفر مرد و 11 نفر زن) انتخاب شدند. این دبیران مورد مصاحبه نیمه‌ساختاریافته قرار گرفتند و اظهارات آنان به روش تحلیل مضمون، تحلیل گردید. روایی و پایایی ابزار با استفاده از قابلیت اعتبار، قابلیت انتقال، قابلیت تأیید و اطمینان‌پذیری تأیید شد. نتایج حاصل از پژوهش نشان داد آنان روش خودآزمایی را به‌عنوان یک روش معتبر برای ارزشیابی قبول ندارند و از روش استفاده از پوشه‌کار نیز به‌طورجدی بهره نمی‌گیرند. این پژوهش نشان داد که دانش ضمنی دبیران زبان انگلیسی دورۀ دوم متوسطه از روش‌های ارزشیابی کیفی، میزان قابل‌توجهی از دانش ضمنی دبیران را شکل نمی‌دهد و اعتماد آنان به ارزشیابی کیفی پایین است. تعداد زیادی از دبیران از ارزشیابی کیفی به‌عنوان مکملی برای ارزشیابی عینی و برای بهبود فرایند آموزش استفاده می‌کنند و ارزشیابی کیفی را روشی جدی برای ارزشیابی نمی‌بینند.
The aim of this study is to analyze the tacit knowledge of high school English language teachers of qualitative evaluation methods (with emphasis on self-examination and portfolio usage) that its method is interpretive phenomenology. The reseach population includes selected high school English language teachers of Shahriyar in the academic year 1397-1398. This study is based on the purposeful sampling of selecting the desirable cases and until saturation eighteen teachers (7 males and 11 females) were selected in which we would continue sampling to reach cases which no new information would be obtained. The teachers were semi-structured interviewed and they were analyzed by content analysis method. The validity and reliability of the instrument were verified using reliability, portability, verifiability and reliability. The results of the study showed that they do not accept the self-examination method as a valid method for evaluation and they do not take seriously the using of the portfolio. This study showed that the tacit knowledge of high school English language teachers in qualitative evaluation methods does not form a significant amount of tacit knowledge of teachers and their confidence in qualitative evaluation is low. Many teachers use quality evaluation as an adjunct to objective evaluation and to improve the learning process, and do not see quality evaluation as a serious method of evaluation.
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