نوع مقاله : مقاله پژوهشی

نویسنده

عضو هیات علمی دانشگاه ازاد اسلامی واحد چالوس

چکیده

انتخاب و اجرای ارزشیابی تکوینی به عنوان یکی از شیوه‌های جایگزین ارزشیابی سنتی، علیرغم مزیت‌ها و جذابیت‌های فراوان، با دشواری و چالش‌های متعددی روبرو بوده است. پژوهش پیمایشی حاضر با رویکرد کمی به بررسی عوامل فردی و زمینه‌ای که بر عملکرد معلمان در این باره اثرگذارند، می‌پردازد. به این منظور، از میان معلمان مقاطع ابتدایی و متوسطه غرب مازندران یک نمونه آماری شامل 592 نفر از طریق نمونه‌گیری خوشه‌ای تصادفی انتخاب شده و به پرسشنامه‌های مربوط به عملکرد معلمان در ارزشیابی تکوینی پاسخ دادند. داده‌ها با استفاده از تحلیل عاملی و معادلات سختاری مورد بررسی قرار گرفتند. در نتیجه، ضمن تایید روایی و پایایی پرسشنامه‌ها، مشخص شد که خودکارآمدی معلمان، جمعیت معلمان شاغل در مدرسه، و حمایت مدرسه از معلمان بیشترین تاثیر را بر اجرای ارزشیابی تکوینی دارند. همچنین، معلمان مقطع متوسطه رغبت بیشتری به این شیوه ارزشیابی نشان دادند. بعلاوه، سابقه تدریس و گرایش به ارزشیابی تکوینی نیز رابطه معکوس داشتند. نتایج نشان دادند که عواملی همچون ویژگی‌های دانش‌آموزان و موضوع و عنوان درس تاثیر معناداری بر تمایل و عملکرد معلمان در ارزشیابی تکوینی ندارند. در پایان، پیشنهادهایی درباره آموزش تکنیکهای عملی و ایجاد فضای حمایتی برای تشویق معلمان به استفاده از ارزشیابی تکوینی ارائه شده است.

کلیدواژه‌ها

عنوان مقاله [English]

The Role of Individual and Contextual Factors in Teachers' Inclination to Implement Formative Evaluation

نویسنده [English]

  • Mohammad Ghafari Mejlej

Department of Educational Sciences, Chalous Branch, Islamic Azad University, Chalous, Iran

چکیده [English]

Selection and implementation of formative evaluation as one of the alternative methods of traditional evaluation, despite its advantages and attractiveness, has faced many difficulties and challenges. The current survey research, with a quantitative approach, examines the individual and contextual factors that affect teachers' performance in this regard. For this purpose, a statistical sample of 592 participants was selected from among the primary and secondary teachers in West Mazandaran through random cluster sampling. They answered a questionnaires measuring teachers' performance in formative evaluation. The data were analyzed using factor analysis and structural equation modeling. As a result, while confirming the validity and reliability of the questionnaires, it was found that teachers' self-efficacy, the population of teachers working in the school, and the school's support for teachers have the greatest impact on the implementation of formative evaluation. Also, middle school teachers showed more interest in this method of evaluation. In addition, teaching experience and tendency to formative evaluation had a reverse relationship. The results showed that factors such as students' characteristics and the subject of the course do not have a significant effect on teachers' willingness and performance in formative evaluation. Finally, suggestions are provided regarding significance of practical techniques and a supportive environment to encourage using formative evaluation.

کلیدواژه‌ها [English]

  • formative assessment
  • teachers
  • contextual factors
  • individual factors
  • self-efficacy
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