راهحلهای بهبود ارزشیابی تکوینی در محیطهای یادگیری الکترونیکی
الموضوعات :
حامد عباسی کسانی
1
(دانش آموخته دکتری فناوری اطلاعات در آموزش عالی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.)
غلامرضا شمس مورکانی
2
(دانشیار رشته مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.)
فرهاد سراجی
3
(دانشیار رشته برنامه‌ریزی درسی، دانشکده ادبیات و علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران.)
الکلمات المفتاحية: ارزشیابی, یادگیری الکترونیکی, ارزشیابی تکوینی,
ملخص المقالة :
مقدمه و هدف: ارزشیابی و بخصوص ارزشیابی تکوینی در یادگیری الکترونیکی دارای نقاط ضعف و آسیبهایی است که نیازمند ارائه راهحلهایی جهت بهبود آن است. بنابراین، پژوهش حاضر با هدف ارائه راهحلهایی جهت بهبود ارزشیابی تکوینی در محیطهای یادگیری الکترونیکی انجام گرفت.
روش شناسی پژوهش: روش این پژوهش به لحاظ هدف، کاربردی و به لحاظ نحوه گردآوری اطلاعات از نوع کیفی بود. شرکت کنندگان در پژوهش نیز شامل اساتید مراکز یادگیری الکترونیکی بود که 13 نفر از آنها با استفاده از روش نمونهگیری هدفمند در دسترس به عنوان نمونه پژوهش انتخاب شدند. ابزار گردآوری دادهها نیز مصاحبه نیمهساختارمند بود. همچنین جهت تجزیه و تحلیل دادهها از روش کدگذاری تحلیل مضمون استفاده گردید.
یافته ها: یافته های پژوهش نشان داد که اساتید مراکز یادگیری الکترونیکی جهت بهبود ارزشیابی تکوینی در نظام یادگیری الکترونیکی 10 راهحل اصلی ارائه کردند که عبارتند از: «بکارگیری ابزارهای مختلف ارزشیابی تکوینی»، «بازخورددهی مناسب»، «احراز هویت دانشجویان»، «استفاده اثربخش از ارائه های کلاسی»، «مدیریت تکالیف و فعالیتها»، «اجرای مؤثر آزمونهای آنلاین»، «مدیریت بحثهای کلاسی»، «تهیه برنامه ارزشیابی دانشجویان»، «مدیریت تمرینها و پروژهها»، و «گزارشگیری تحلیلی و مقایسهای».
بحث و نتیجه گیری: جهت بهبود کیفیت ارزشیابی تکوینی و یادگیری دانشجویان باید به راهحلهای شناسایی شده توجه شود و شرایط برای عملی شدن آنها فراهم شود.
Abbasi Kasani, H., Haji Zeynalgabedini, M., & Raisi, A. (2018). Pathology of University of Medical Sciences e-learning system based on Khan Model. The Journal of Medical Education and Development (JMED), 12(4), 227-238. [In Persian]
Abbasi Kasani, H., Shams Mourkani, G., Seraji, F., & RezaeeZadeh, M. (2020). Learners Assessment tools in e-learning. Roshd-e-Fanavari, 16(61), 23-33. [In Persian]
Abbasi Kasani, H., Shams Mourkani, G., Seraji, F., & Rezaeizadeh, M. (2021). Evaluation in e-learning: what, why, how. Development Strategies in Medical Education, 8(1), 80-91. [In Persian]
Albano, G., Capuano, N., & Pierri, A. (2017). Adaptive Peer Grading and Formative Assessment. Journal of e-Learning and Knowledge Society, 13(1).
Alhassan, A. I. (2018). Student Evaluations and the Effect of Timely Feedback on Course Quality and Faculty Development in Saudi Arabia: A Mixed Methods Approach.
Allen, I. E., & Seaman, J. (2010). Class differences: Online education in the United States, 2010. Sloan Consortium (NJ1).
Amin Khandaghi, M., & Baghani, M. (2010). Assessment of learners in e-learning environment by reviewing the GPAM_WATA model. Fifth National Conference and Second International Conference on E-Learning, Tehran, 1 and 2 December, Retrieved from https://www.civilica.com/copied/IP/20170814/6088502/d9d9e0fb19584b82970d70e3d8cb9221. [In Persian]
Azimi, S. A., Zamani, B. E., & Soleimani, N. (2016). Investigating the quality of assessment system of students’ performance in virtual education in Iran and Russia. Education Strategies in Medical Sciences, 9(3), 214-223. [In Persian]
Barari, N., Khorasani, A., Rezaeizadeh, M., Alami, F. (2019). Feedback's educational standards in E-Learning environments, based on Bloom- Anderson taxonomy. Journal of Educational Scinces, 26(1), 155-174. [In Persian]
Bhattacharya, M., & Coombs, S. (2017). How to enable student formative learning and assessment: Formalytics for learning enhancement. In Proceedings of Innovation Arabia 10, Dubai.
Boyle, P., Pettigrove, M., & Atkinson, C. (2001). Australian national university student evaluation of teaching ANUSET: a guide for academic staff.
Brown, G., O'Leary, T. M., & Hattie, J. A. C. (2018). Effective reporting for formative assessment: The asTTle case example. Score reporting: Research and applications. http://dx.doi.org/10.4324/9781351136501-9.
Buyukkarci, K., & Sahinkarakas, S. (2021). The Impact of Formative Assessment on Students’ Assessment Preferences. The Reading Matrix: An International Online Journal, 21(1).
Chang, S. C., Hsu, T. C., & Jong, M. S. Y. (2020). Integration of the peer assessment approach with a virtual reality design system for learning earth science. Computers & Education, 146, 103758. https://doi.org/10.1016/j.compedu.2019.103758.
Chang, S. C., Hsu, T. C., & Jong, M. S. Y. (2020). Integration of the peer assessment approach with a virtual reality design system for learning earth science. Computers & Education, 146, 103758. https://doi.org/10.1016/j.compedu.2019.103758.
Dart, J. (2006). Developing a learning environment conducive to active learning and participation: Group presentations and formative assessment at level one. Journal of Hospitality, Leisure, Sport and Tourism Education, 5(1), 58-65.
Dlab, M. H., Katic, M. A., & Candrlic, S. (2015). Ensuring formative assessment in e-course with online tests. In Proceedings of the 10th International Conference on Computer Science & Education (ICCSE) (pp. 322-327). IEEE.
Dobson, S. (2006). The assessment of student PowerPoint presentations—attempting the impossible?. Assessment & Evaluation in Higher Education, 31(1), 109-119.
Elson, J. S. (2016). Formative assessment in an online asynchronous learning environment (Unpublished doctoral dissertation). University of Nebraska Omaha, Nebraska.
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of educational research, 83(1), 70-120. https://doi.org/10.3102%2F0034654312474350.
Farhangi, A.A., Yazdani, H., & Haghshenas, M. (2018). Identification of Learning Management Systems Functional Areas and Limitations (Case Study: E-Learning Center of University of Tehran). Journal of Information Technology Management, 10(2), 331-354. [In Persian]
Habibi, H., Aghapoor, B., Fatemi, M., khodayari, S., Damirchi, A., & Rahimi, A. (2016). Pathological approach to electronic tests in Iran (Case Study IBT TOEFL). Quarterly of Educational Measurement, 6(24), 145-170. [In Persian]
Hadavand, S., & Kashanchi, A. R. (2013). Effective factors on electronic learning. Education Strategies in Medical Sciences, 6(2), 89-93. [In Persian]
Haghighi, F., Farajollahi, M., & Norozzadeh, Reza. (2013). Open and Distance Universities Measurement System. Tehran: Awai Noor. [In Persian]
Han, C., & Fan, Q. (2020). Using self-assessment as a formative assessment tool in an English-Chinese interpreting course: student views and perceptions of its utility. Perspectives, 28(1), 109-125. https://doi.org/10.1080/0907676X.2019.1615516.
Hashemi, S. (2020). The Relationship between Teachers' Attitude toward the use of electronic content and educational technology with the job satisfaction of the first grade teachers in the junior high schools of Galehdar city. Journal of New Approaches in Educational Administration, 10(40), 173-187.
Hatziapostolou, T., & Paraskakis, I. (2010). Enhancing the Impact of Formative Feedback on Student Learning through an Online Feedback System. Electronic Journal of E-learning, 8(2), 111-122.
Jahanara, A., Sarmadi, M. R., Esmaeili, Z., & Zarrabian, F. (2018). Design and validation of a project-based distance learning model with an emphasis on a constructivist approach. Research in Teaching, 6(4), 86-105. [In Persian]
Jones, D. (2020). The intrinsic value of formative assessment and feedback as learning tools in the acquisition and improvement of a practical legal skill. The Law Teacher, 1-12. https://doi.org/10.1080/03069400.2020.1717830.
Karaman, S. (2011). Examining the effects of flexible online exams on students' engagement in e-learning. Educational Research and Reviews, 6(3), 259.
Kaveh, Z. (2016). Survey on Extent, Goals, Steps and Obstacles to the Use of Educational Media in the Teaching-learning Process from the Perspective of Primary School Teachers in Tehran. Teaching and Learning Research, 12(2), 149-162. [In Persian]
Kear, K., Rosewell, J., Williams, K., Ossiannilsson, E., Rodrigo, C., Sánchez-Elvira Paniagua, Á. & Mellar, H. (2016). Quality assessment for e-learning: A benchmarking approach.
Khosravi, R., & Fardanesh, H. (2013). Project-based educational design model inspired by a constructivist approach. Management and Planning in Educational Systems, 6(11): 67-87. [In Persian]
Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344-348.
Li, H., Xiong, Y., Hunter, C. V., Guo, X., & Tywoniw, R. (2020). Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education, 45(2), 193-211. https://doi.org/10.1080/02602938.2019.1620679.
Liu, X., Li, L., & Wachira, P. (2020). Understanding Web-Based Peer Assessment in Teacher Education. In Handbook of Research on Literacy and Digital Technology Integration in Teacher Education (pp. 245-260). IGI Global.
Merghati, K. E., Rimaz, S., Zarei, F., Bayat, A., & Dastoorpour, M. (2013). Exploring the teaching and learning approaches from the viewpoint of postgraduate students and their lecturers. Iranian Journal of Health Education and Health Promotion, 1(3), 67-82. [In Persian]
Ming-Li, L., & Dan, M. (2010). The method of learning formative assessment in distance education. In Educational and Information Technology (ICEIT), 2010 International Conference on (Vol. 3, pp. V3-113). IEEE.
Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185-199. https://doi.org/10.1016/j.system.2010.03.006.
Navajothi, R., Raadhika, S., & Susila, S. (2016). Medical students׳ feedback about formative assessment pattern. Journal of Evidenced Based Medical Healthcare, 3(33), 1555-1557. https://doi.org/10.18410/jebmh/2016/350.
Rajabi, M., Soltani, H. (2019). Prioritizing Key Elements of Electronic Learning Achievement with AHP / CFA Approach at Shiraz University Electronic Education Faculty. Journal of New Approaches in Educational Administration, 10(38), 237-264.
Richardson, J. T. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment & evaluation in higher education, 30(4), 387-415. https://doi.org/10.1080/02602930500099193.
Roshani Ali bena see, H., Fathi Vajargah, K., & Khorasani, A. (2017). The Challenges of the Quality Evaluation of Virtual Education Curriculum: The Case of Shahid Beheshti University. Educational Measurement and Evaluation Studies, 7(18), 29-52. [In Persian]
Sangle, S. B., Nandurkar, K. N., & Pawar, P. J. (2020). Incorporating E-Assessment Tools in Teaching for Effective and Authentic Assessment. Journal of Engineering Education Transformations, 33, 130-136.
Sari, M. S., Sunarmi, Sulasmi, E. S., & Mawaddah, K. (2019, July). Formative assessment in project-based learning: Supporting alternative on the learning outcome of biology students in university. In AIP Conference Proceedings (Vol. 2120, No. 1, p. 060009). AIP Publishing LLC. https://doi.org/10.1063/1.5115709.
Seraji, F. (2014). Evaluation in cyberspace. Iranian Encyclopedia Curriculum 9, 1-5. [In Persian]
Sharifan, A. (2020). A look at measurement and evaluation as an integral part of the teaching-learning process. Development of technical and vocational education and skills, 4(3), 10-13. [In Persian]
Shen, B., Bai, B., & Xue, W. (2020). The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class. Studies in Educational Evaluation, 64, 100821. https://doi.org/10.1016/j.stueduc.2019.100821.
Tari, F. (2016). Identifying and modeling the challenges of using e-learning in the National Iranian Gas Company. Senior Thesis, Department of Educational Sciences, Faculty of Education and Psychology, Shad Beheshti University. [In Persian]
Touimi, Y. B., Faddouli, N., Bennani, S., & Idrissi, M. K. (2013, January). Peer assessment in the context of project-based learning online. In Proceedings of World Academy of Science, Engineering and Technology (No. 73, p. 564). World Academy of Science, Engineering and Technology (WASET).
Xia, J. C., Fielder, J., & Siragusa, L. (2013). Achieving better peer interaction in online discussion forums: A reflective practitioner case study. Issues in Educational Research, 23(1), 97-113.
Zamani, B., Madani, S. (2011). Guidelines for Increasing the Efficiency and Effectiveness of Teachers in Virtual: Education. Interdisciplinary Journal of Virtual Learning in Medical Sciences,
2(3), 39-50. [In Persian]
_||_