آسیب‌شناسی نظام ارزشیابی توصیفی و ارائه الگوی مناسب در دوره‌ی ابتدایی آموزش‌وپرورش استان البرز

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 9، دوره 14، شماره 6 - شماره پیاپی 64، بهمن و اسفند 1402، صفحه 190-207   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jedu.2024.31147.6243

نویسندگان

رویا نجاریان¹؛ امیرحسین مهدیزاده^{* 2}؛ ناهید شفیعی²؛ نادر برزگر²؛ بتول فقیه آرام²

¹دانش‌ آموخته دکتری، گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد اسلامشهر، اسلامشهر، ایران.

²استادیار، گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد اسلامشهر، اسلامشهر، ایران.

تاریخ دریافت: 03 آبان 1401،  تاریخ بازنگری: 22 آذر 1401،  تاریخ پذیرش: 05 دی 1401 

چکیده

مقدمه و هدف: در نظام جدید آموزش­وپرورش ارزشیابی توصیفی نقش مهمی ایفا می­کند. درواقع ارزشیابی توصیفی نگاه جدیدی به نقش معلم، نقش دانش­آموز و جایگاه ارزشیابی در فرایند یاددهی- یادگیری دارد. هدف از تحقیق حاضر آسیب­شناسی نظام ارزشیابی توصیفی و ارائه الگوی مناسب در دوره‌ی ابتدایی آموزش­وپرورش (مورد مطالعه استان البرز) بود.
روش شناسی پژوهش: روش پژوهش از نظر طرح کیفی از نوع داده بنیاد، خودظهور بود. جامعه آماری پژوهش شامل (صاحب­نظران یا خبرگان و متخصصان آسیب­شناسی نظام ارزشیابی توصیفی در دوره ابتدایی) بودند، حجم نمونه با درنظرگرفتن قانون اشباع تعداد 21 نفر با روش نمونه­گیری هدفمند (آگاهانه) گلوله برفی تعیین شد. روش جمع­آوری اطلاعات به ­روش کتابخانه­ای، و ابزار اندازه­گیری بصورت مصاحبه نیمه ساختاریافته بود. به­منظور          تجزیه­وتحلیل داده­ها از کدگذاری استفاده شده‌ است.
یافته ­ها: براساس مدل پارادایمی الگوی نظام ارزشیابی توصیفی در دوره ابتدایی با توجه به آسیب­ های موجود آموزش‌وپرورش استان البرز دارای 20 مقوله اصلی و 72 مقوله فرعی از بین 236 مفهوم باز است مورد تایید می‌باشد و می­تواند در حوزه ارزشیابی توصیفی مورد استفاده قرار گیرد. هم­چنین نشان داد که مقوله‌های محوری، علی، راهبردی، زمینه‌ای، واسطه‌ای و پیامدی شناسایی ­شده در الگوی ارزشیابی توصیفی از نظر متخصصان دارای اعتبار بالایی است و مورد تایید است.
بحث و نتیجه ­گیری: به نظر می­ رسد الگوی طراحی­ شده برای نظام ارزشیابی توصیفی در دوره ابتدایی با توجه به آسیب­ های موجود در آموزش‌وپرورش استان البرز را مورد تایید قرار می‌دهد.

کلیدواژه‌ها

آسیب‌شناسی؛ آموزش‌وپرورش؛ نظام ارزشیابی توصیفی

عنوان مقاله [English]

Pathology of the descriptive evaluation system and providing a suitable model in the primary education period of Alborz province

نویسندگان [English]

Roya Najarian¹؛ Amirhossein Mehdizadeh²؛ Nahid shafei²؛ NADER Barzegar²؛ Batoul Faghiharam²

¹PhD Student, Department of Educational Sciences, Islamic Azad University, Islamshahr Branch, Islamshahr, Iran.

²Assistant Professor, Department of Educational Sciences, Islamic Azad University, Islamshahr Branch, Islamshahr, Iran.

چکیده [English]

Introduction: Descriptive evaluation plays an important role in the new education system. In fact, descriptive evaluation has a new look at the role of the teacher, the role of the student and the place of evaluation in the teaching-learning process. The aim of the present research was the pathology of the descriptive evaluation system and providing a suitable model in the primary education period (the case study of Alborz province).
research methodology: The research method was self-emergent in terms of the qualitative design of the foundation's data type. The statistical population of the research included (experts or experts and pathology specialists of the descriptive evaluation system in the elementary school), the sample size was determined by taking into account the law of saturation, the number of 21 people with a purposeful (informed) snowball sampling method. The data collection method was library method, and the measurement tool was semi-structured interview. In order to analyze the data, coding was used.
Findings: Based on the paradigm model of the descriptive evaluation system model in the elementary school, according to the existing damage of education in Alborz province, it has 20 main categories and 72 subcategories out of 236 open concepts, it is approved and can be used in the field of descriptive evaluation. It also showed that the central, causal, strategic, contextual, mediating and consequential categories identified in the descriptive evaluation model have high credibility and are approved by experts.
Conclusion: It seems that the model designed for the descriptive evaluation system in the primary period is approved with regard to the existing damages in the education of Alborz province.

کلیدواژه‌ها [English]

Pathology, education, descriptive evaluation system

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