نوآوری آموزشی،یادگیری و ارزشیابی

نوآوری آموزشی،یادگیری و ارزشیابی

تاثیر ارزشیابی پرونده‌ای بر اضطراب نگارش و کیفیت عملکرد نوشتاری زبان‌آموزان ایرانی زبان انگلیسی سطح متوسط

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانش آموخته کارشناسی ارشد، گروه زبان انگلیسی، واحد چالوس، دانشگاه آزاد اسلامی، چالوس، ایران
2 استادیار گروه زبان انگلیسی ، واحد چالوس، دانشگاه آزاد اسلامی، چالوس، ایران
چکیده
ارزشیابی پرونده‌ای به دلیل نقش موثری که در پیشرفت دانش‌آموزان دارد، به عنوان یکی از روش‌های ارزشیابی جایگزین در سال‌های اخیر مورد توجه فراوان قرار گرفته است. پژوهش حاضر، به طور ویژه، به بررسی تاثیر ارزشیابی پرونده‌ای بر اضطراب نوشتاری و عملکرد نوشتاری زبان‌آموزان ایرانی پرداخته است. به این منظور، تعداد 64 نفر از زبان‌آموزان دختر سطح متوسط شهر رامسر بصورت نمونه در دسترس انتخاب شدند. آنها بطور تصادفی به دو گروه آزمایش (31 نفر) و کنترل (33 نفر) تقسیم شدند. در طول یک ترم تحصیلی، گروه آزمایش با ارزشیابی پرونده‌ای و گروه کنترل به روش سنتی مورد سنجش و ارزیابی قرار گرفتند. برای گردآوری داده‌ها از پرسشنامه اضطراب نوشتار (Cheng, 2004)، و بخش نگارش آزمون تافل، در دو مرحله پیش‌آزمون و پس‌آزمون استفاده شد. نتایج تحلیل کوواریانس نشان داد که ارزشیابی پرونده‌ای اضطراب نوشتاری را به شکل معناداری کاهش داده است. بعلاوه، استفاده از این شیوه ارزشیابی باعث بهبود آشکاری در کیفیت نگارش زبان‌آموزان هم شد. بنابراین، اثربخشی مثبت ارزشیابی پرونده‌ای در بهبود اضطراب و عملکرد نوشتاری مورد تایید واقع شد. به معلمان زبان انگلیسی پیشنهاد می‌شود تا با بهره از این شیوه زمینه کاهش تنش، افزایش کیفیت یادگیری، مسئولیت‌پذیری و خودمختاری بیشتر زبان‌آموزان را فراهم نمایند.
کلیدواژه‌ها
موضوعات

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