سنجش و ارزشیابی در آموزش و نقش آن در بهبود آموزش (با تاکید بر مقطع متوسطه دوم)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه ریزی درسی ، دانشگاه آزاد اسلامی قشم ، واحد بین الملل قشم ، قشم، ایران

2 استادیار دانشگاه فرهنگیان، تهران، ایران

چکیده

سنجش کلاسی و آموزشی، ابزاری مهم در ایجاد و افزایش کیفیت آموزش است که در موارد بسیاری فقط جنبه ای نمره ای و گزارشی داشته و فرایند این مقوله و نقش آن در سنجش مورد بی توجهی و کم توجهی قرار گرفته است. از همین رو این تحقیق با هدف سنجش و ارزشیابی در آموزش و نقش آن در بهبود آموزش شکل گرفت. روش این پژوهش مبتنی بر مطالعه کتابخانه با رویکرد اجرایی تحلیل محتوا از پژوهش موجود در این حوزه بود که با بررسی نهایی در این بخش 18 پژوهش وارد مطالعه شدند. بررسی تحلیلی در این زمینه نشان داد که از اثرات سنجش در بهبود آموزش 79 کد باز شناسایی شد که با مقوله بندی و محور بندی حول مقوله مهمتر 32 مضمون استخراج و با تخصصی و محوری تر کردن مضمون ها 8 تم نهایی شناسایی شد که  بر اساس تکرار کد و تعداد کدهای اصلی حول هر محور شناسایی شده؛ بازخورد و وضعیت، آگاهی نسبت به کیفیت تدریس معلم؛ ایجاد انگیزه یادگیری؛ نقاط قوت و ضعف فراگیران؛ انگیزه پیشرفت تحصیلی؛ ایجاد محیط آموزشی پویا؛ کیفیت کتب درسی و کیفیت نظام آموزشی مهمترین اثرهای ارزشیابی در بهبود آموزش می باشد. بر اساس نتایج بدست آمده ارزشیابی آموزشی نقشی مهم در کیفیت بخشی و بهبود شرایط در این حوزه دارد که با افزایش مطالعه و بکارگیری آن می توان سطح آموزش و کیفیت منتج در آن را بالا برد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Assessment and evaluation in education and its role in improving education (with emphasis on secondary school)

نویسندگان [English]

  • Muhammad Sharif pahle 1
  • Mahnoosh Abedini 2
1 PhD Student in Curriculum Planning, Qeshm Islamic Azad University, Qeshm International Branch, Qeshm, Iran
2 Assistant Professor Farhangian University, Tehran, Iran
چکیده [English]

Classroom and educational assessment is an important tool in creating and increasing the quality of education, which in many cases has only a score and report aspect, and the process of this category and its role in assessment has been neglected and neglected. Therefore, this study was formed with the aim of measuring and evaluating education and its role in improving education. The method of this research was based on the study of the library with the executive approach of content analysis of the existing research in this field. With the final review in this section, 18 researches were included in the study. Analytical study in this field showed that 79 open codes were identified from the effects of assessment in improving education. 32 themes were extracted by categorizing and focusing around the most important category, and by finalizing and centralizing the themes, 8 final themes were identified. Code and the number of main codes identified around each axis; Feedback and status, awareness of the quality of teacher teaching; Motivate learning; Strengths and weaknesses of learners; Motivation for academic achievement; Creating a dynamic learning environment; The quality of textbooks and the quality of the educational system are the most important effects of evaluation in improving education. Based on the obtained results, educational evaluation has an important role in quality and improvement of conditions in this field, which by increasing the study and its application, the level of education and the resulting quality can be increased.

کلیدواژه‌ها [English]

  • Assessment
  • education
  • quality
  • teaching methods
[1] Shepard LA. Classroom Assessment to Support Teaching and Learning. The ANNALS of the American Academy of Political and Social Science, 2019; 683(1), 183–200.
[2] Harlen W. Formative classroom assessment in science and mathematics. In J. H. McMillan (Ed.), Formative classroom assessment: Theory into practice. New York, NY: Teachers College Press. 2007.
[3] Office of Educational Evaluation of the Ministry of Education . Evaluation in the service of education. Tehran: Azar Barzin Publications.  2004.[Persian]
[4] Rastegar, Tahereh. (2003) Evaluation in the service of education. Tehran: Manadi Tarbiat Cultural Institute. Tehran. [Persian]
[5] Hassani M. Guide to performing descriptive evaluation in the first, second and third grades of elementary school. Tehran: Preschool Education Office. 2005. [Persian]
[6] Rahimi N. Investigating the role of teaching quality on learners' efficiency. Master Thesis in Educational Psychology. Islamic Azad University of Ahvaz. 2019. [Persian]
[7] Gilbert M. "Student performance is linked to connecting effectively with teachers", Journal of Research in Innovative Teaching & Learning, Vol. ahead-of-print No. ahead-of-print. 2018.  https://doi.org/10.1108/JRIT-05-2018-0010
[8] Morgan GB, Hodge, KJ, Trepinks TM, Anderson LW. The stability of teacher performance and effectiveness: Implications for policies concerning teacher evaluation. Education Policy Analysis Archives, 2014; 22(95).
[9] Carless D. 2018. The development of student feedback literacy: enabling uptake of feedback. 43, 1315-1325.
[10] Huber SG, Skedsmo G. Standardization and assessment practices. Educ Asse Eval Acc, 2017; 29, 1–3.
[11] Brown GTL.  Is Assessment for Learning Really Assessment? Front. Educ. 2019; 4:64
[12] Deslauriers L., Et al(2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. PNAS September ,  116 (39) 19251-19257.
[13] Hinton DP, Higson H. A large-scale examination of the effectiveness of anonymous marking in reducing group performance differences in higher education assessment. PLoS ONE; 2017 12(8): e0182711.
[14] Donlan A. The Fearless Teaching Framework: A Model to Synthesize Foundational Education Research for University Instructors. Journal of education development, 2019; 38, 33-49
[15] Rowan S, Newness EJ, Tetradis S, Prasad JL, Ko CC, Sanchez A. Should Student Evaluation of Teaching Play a Significant Role in the Formal Assessment of Dental Faculty? Two Viewpoints: Viewpoint 1: Formal Faculty Assessment Should Include Student Evaluation of Teaching and Viewpoint 2: Student Evaluation of Teaching Should Not Be Part of Formal Faculty Assessment. Journal of dental education, 2017; 81(11), 1362–1372.
[16] Karimzadeh E, Roozian C, Khyberi H. Analysis of the role of continuous evaluation in improving the teaching-learning process, National Conference on Psychology of Educational and Social Sciences, Mazandaran, Komeh Alam Avaran Danesh Scientific Research Institute,. 2015. [Persian]
[17] Motamed Nia F, Manzoori Lashkar MH, Nojavan P. The role of formative evaluation and providing feedback in improving the quality of chemistry education. 8th Iranian Chemistry Education Seminar.  2013[Persian]
[18] Faraj Elahi M, Haghighi FS. The role of continuous evaluation in deepening the learning of second grade elementary school students in Tehran. Education, 2007; 23 (4): 116-73. [Persian]
[19] Bruan M. Improving Education Through Assessment, Innovation, and Evaluation. American Academy of Arts and Sciences, 2006.
[20] Jabbarifar T. The Importance of Classroom Assessment and Evaluation in Educational System. Proceedings of the 2nd International Conference of Teaching and Learning (ICTL 2009)INTI University College, Malaysia. 2009.
[21] Skedsmo G, Huber S. Teacher evaluation: the need for valid measures and increased teacher involvement. Educ Asse Eval Acc 2018; 30: 1–5
[22] Garira E. Needs assessment for the development of educational interventions to improve quality of education: A case of Zimbabwean primary schools. Social Sciences & Humanities. 2020.
[23] Archer E. The Assessment Purpose Triangle: Balancing the Purposes of Educational Assessment. Front. Educ. 2017; 2:41.
[24] Shepard L. Testing and Assessment for the Good of Education: Contributions of AERA Presidents, 1915–2015. Educational Researcher, 2016; 45(2): 112–121.
[25] Farnia MA, Aqdasi AN, Shushtari W.  Investigating the effect of feedback on formative evaluation on the academic achievement of mathematics course for fifth grade female elementary students in Miandoab city in the academic year of 2009-2010. Scientific Journal of Education and Evaluation, 2013;6(24):78-67. [Persian]
[26] Hayward L. Assessment is learning: The preposition vanishes. Assessment in Education: Principles, Policy & Practice, 2015; 22(1), 27–43.
[27] Earl LM. Assessment As learning: Using classroom assessment to maximize student learning. London: Sage. 2013.
[28] Velacho M. Classroom assessment practices in middle school science lessons: A study among Greek science teachers. Journal Cogent Education, 2018; 5, 48.