نوآوری آموزشی،یادگیری و ارزشیابی

نوآوری آموزشی،یادگیری و ارزشیابی

تحلیل کیفی باورهای معلمان درباره ارزشیابی دانش‌آموزان و ارتباط آن با ناکامی تحصیلی: مطالعه موردی معلمان ابتدایی شهرستان کلاردشت

نوع مقاله : مقاله پژوهشی

نویسنده
استادیار گروه علوم تربیتی، واحد چالوس، دانشگاه آزاد اسلامی، چالوس، ایران
چکیده
باور معلمان از مفهوم ارزشیابی، به‌ویژه در شرایط منجر به عدم موفقیت، به اندازه کافی مورد توجه قرار نگرفته است. با این حال، ارزشیابی نیز همچون آموزش و یادگیری، تاثیر زیادی بر دیدگاه‌ها و روش‌های معلمان دارد. در این تحقیق، مفهوم ارزشیابی بر اساس تجزیه و تحلیل مصاحبه با 16 معلم مقطع ابتدایی شهرستان کلاردشت در استان مازندران در مورد ناکامی دانش‌آموزان در فرآیند سنجش و ارزشیابی مورد بررسی قرار گرفت. یافته‌ها نشان‌گر آن است که معلمان چهار باور اصلی را مد نظر قرار دادند: 1) ارزشیابی فرصتی برای ارائه بازخورد و تامل در عملکرد است. 2) ارزشیابی باید یادگیری دانش‌آموزان را نمایان کند. 3) ارزشیابی باید میزان تلاش دانش‌آموزان را بسنجد. 4) فرایند ارزشیابی قادر به نشان دادن موفقیت یا ناکامی دانش‌آموزان نیست. یافته‌ها تصویری روشن از باور ذهنی معلمان از ارزشیابی دانش‌آموزان ارائه می‌کند. اهمیت این نتایج در آنجاست که این باورها یکی از مولفه‌های اساسی دانش ارزشیابی محسوب می‌گردد و بدیهی است که هر نوع تحول و پیشرفتی در نظام ارزشیابی تحصیلی و الگوهای حاکم بر آن باید در راستای ارتقای دانش ارزشیابی معلمان برنامه‌ریزی و طراحی شود. در پایان، کاربرد عملی یافته‌های این پژوهش در تربیت حرفه‌ای معلمان مورد بحث قرار گرفته است.
کلیدواژه‌ها
موضوعات

 
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