واکاوی دیدگاه معلمان در خصوص مشکلات اجرایی طرح ارزش‌یابی کیفی توصیفی در کلاس‌های چندپایه و ارائه راهکارهایی برای رفع آن‌ها
محورهای موضوعی : پژوهش در برنامه ریزی درسی
حشمت الله مرتضوی زاده
1
(عضو هیئت‌علمی دانشگاه فرهنگیان، گروه علوم تربیتی، یاسوج، ایران و دانشجوی دکترای برنامه‌ریزی درسی دانشگاه اصفهان)
محمدرضا نیلی
2
(عضو هیئت‌علمی دانشگاه اصفهان، اصفهان، ایران)
احمدرضا نصراصفهانی
3
(عضو هیئت‌علمی دانشگاه اصفهان، اصفهان، ایران)
محمد حسنی
4
(دانشیار پژوهشگاه مطالعات آموزش و پرورش)
کلید واژه: کلاس‌های چندپایه, ارزش‌یابی کیفی-توصیفی,
چکیده مقاله :
این پژوهش به‌منظور شناسایی موانع و مشکلات اجرایی طرح ارزش‌یابی کیفی- توصیفی و اصلاح و بهبود این طرح در کلاس‌های چندپایه انجام‌گرفته است. روش پژوهش کیفی بوده و ازلحاظ هدف می‌توان آن را از نوع کاربردی قلمداد کرد. جامعة آماری پژوهش را معلمان کلاس‌های چندپایه استان کهگیلویه و بویراحمد در سال تحصیلی 95-94 تشکیل دادند. نمونه از طریق نمونه‌گیری هدفمند انتخاب شد و با توجه به اشباع نظری بالغ‌بر 20 نفر شدند. ابزار گردآوری داده‌ها مصاحبه نیمه سازمان‌یافته بوده است که پس از بیان اهداف تحقیق و تأکید بر اصل محرمانه بودن؛ مصاحبه با هر معلم ضبط و مکتوب شد. برای تجزیه‌وتحلیل داده‌ها از تحلیل توصیفی استفاده‌شده است و جزییات یافته‌ها مورد تفسیر قرار گرفت. نتایج پژوهش نشان داد که: کمبود وقت، وجود پایه‌های مختلف در کلاس درس، ترجیح دادن ارزش‌یابی کمی بر ارزش‌یابی کیفی- توصیفی، فقدان آموزش و پشتیبانی معلمان درزمینة طرح ارزش‌یابی کیفی- توصیفی، حواس‌پرتی دانش‌آموزان هنگام ارزش‌یابی، کمبود فضا، امکانات و مواد آموزشی ازجمله مهم‌ترین موانع و مشکلات اجرایی طرح ارزش‌یابی کیفی-توصیفی در کلاس‌های چندپایه از دیدگاه مصاحبه‌شوندگان بوده است.
This research aimed to identify barriers of descriptive qualitative evaluation and improvement of this plan was multigrade classrooms. This study employed Qualitative research methods and purpose the can be considered as an applied method. The study employed teachers from Kohgiluyeh and Boyer province. The samples were selected purposively and was according to saturation reached up to 20 people. The data collection instrumentation was interview hat After presenting the the research objectives and the emphasis on the principle of confidentiality, was written and recorded interviews with each teacher. Descriptive analysis was used to analyze collected the data and the findings were elaborated in detail. The results found that: lack of time, different grades in a classroom, preference of quantitative evaluation than descriptive qualitative, lack of descriptive quantitative in education and lack of supports for teachers in the field of project evaluation, students distraction while evaluation, lack of space, educational materials, included the most important problems of the. quality-descriptive report on the issue from the interviewees perspective had been multigrade classrooms.
Aghababaeian P. (2010). Understanding of experts of elementary education of descriptive evaluation in Isfahan, 1388-29. Master’s thesis, University of Khorasgan[Persian]
Aslanpoor, S. (2012). Hnvestigation of the use of descriptive qualitative evaluation instruments by teachers. Executive at schools In the city of Bandar Anzali unpublished. Master
Thesis curriculum development. Noor University of Tehran [Persian]
Bazargan, A. (2010). Qualitative and Methods. Tehran: didar[Persian]
Birch, I, & Lally, M. (1999). Multigrade teaching in primary schools. Bangkok:UNESCO Principal Regional Office for Asia and the Pacific.
Byron, Byron A. (2010). Teachers’ Accounts of the Usefulness of Multigrade Teaching in Promoting Sustainable Human-Development Related Outcomes in Rural South Africa. Journal of Southern African Studies, Volume 36, Number 1, 2010.
Gupta, d, jain, m., & bala,n. (1996). multigrade teaching status and implications. national councilof educational research and traning, new delhi, India.
Hasani, M, Ahmadi H. (2004) descriptive evaluation.Tehran: the school publication [Persian]
Hasani, M, & Ahmadi, G (2007). The survey of implementation of Descriptive qualitative evaluation of the of the survey in primary schools in Tehran, educational innovations, Winter 2007 (23) [Persian]
Hasani, M; poosesh Shirazi, H. (2014). Analytical review evaluation of qualitative research in the position description. Journal of Education martyr Chamran University. Sixth spring and summer of 2014 number one. Pages 51-21. [Persian]
Hassani, M, Sayedeh. F. (2011). parents Attitudes and teachers on the use of descriptive evaluation of process improvement Teaching-learning mental health first-grade students in Tehran. master thesis curriculum. Tarbiat Moallem University of Tehran [Persian]
Hassanpour, M. (2011).The survey descriptive evaluation instruments and challenges facing its implementation status of teachers And principals of primary schools in Tabriz. MA thesis, Islamic Azad University of Marand [Persian]
Hasanvand, M. (2012). The study of the ways to provide feedback on courses covered by qualitative descriptive evaluation Elementary Schools District 15 of Tehran education (master's thesis in curriculum planning, not published) PNU-ray unit. [Persian]
Joubert, J. (2005). Adapted/Adjusted curriculum for multigraded teaching in Africa: A real solution? Retrived December 10, 2005 from.
Kalhor, Manocher. (2005).The study of the evaluation descriptive of goals evaluation in Qazvin province. State Education Department Qazvin.
Keshtiaray N, Karimi Alavijeh, A & Foroughi Abari A. (2014). Identifying the barriers and challenges in performing the descriptive evaluation plan. Research in Curriculum Planning12(39): 53-68[Persian]
Khwajabehgani, S. (2010).the investigation of the descriptive evaluation to assess the effect of the development of social skills in the third grade Elementary schools of farhangiyan in the academic year 2010. Shiraz. master thesis. Azad University of Shiraz Shiraz. [Persian]
Khoshkholgh, I. (2006). Evaluation of experimental descriptive evaluation in some schools in Iran, (first grade). Education Research publication. [Persian]
Khoshkholgh, I. (2007). Pilot implementation plan Descriptive evaluation in primary schools in some areas of the country's education. Institute of Education Studies [Persian]
Khoshkholgh, I. (2010). Reports the results of descriptive evaluation of the evaluation of the pilot implementation in the fourth and fifth grades Some areas of the country's primary school education. Institute of Education Studies [Persian]
Little, A.W. (2006). Multi-grade Teaching towards International Research and Policy. Agenda. International Journal of Educational Development, 21, 481-497.
Mason, D.A. & Burns, R.B. (1997). Reassessing the effects of combination classes Educational Research and Evaluation, 3 (1), 1–53.
Mathot g. b. (2001). A Handbook for Teachers of Multi-Grade Classes. France: UNESCO.
Miller, B. A. (1991). A review of the qualitative research on multigrade instruction. Journal of Research in Rural Education, 7(2), 3-12.Review of Educational Research, 65(4), 319-381.
Mirza M, Mohammad H. (2011). Identifying the problems and obstacles of descriptive qualitative evaluation in primary schools In zangan province and providing recommendations for improving their qualities. Department of Education Research Council Zanjan[Persian]
Mohammadi, T. (2011). The nature of challenges in Evaluation and quantive evaluation on quantitative Evaluation oriented to quality-oriented evaluation. Thesis Master of Philosophy of Education. Tehran University. [Persian]
Mortazavizadeh S. (2013). A Guide teaching in some multigrade classrooms. Tehran: Abed. [Persian]
Mortazavizadeh S. (2015). Classroom management and planning of multigrade classrooms. Tehran: Cyrushchap. [Persian]
Movahedian, Z. (2012).The study of the female teachers on the descriptive evaluation (qualitative) primary City Farashband in the production and use of descriptive qualitative assessment instruments. Graduate thesis Zahra university curricula[Persian]
Mulryan-Kyne. Catherine(2007). The preparation of teachers for multigrade teaching. Teaching and Teacher Education 23 (2007) 501–514
Ocak. Gürbüz (2005). The evaluation of the Applicability of the 2005 Social Studies Curriculum in Multigrade Teaching in terms of Teacher Views (A Qualitative Research. Educational Sciences: Theory & Practice – 11.Afyon Kocatepe University Süreyya Şevki YILDIZ.
Sarmad, Z. et al. (2010). Research methods in the behavioral sciences. Tehran: Agah [Persian]
Sheykhani M. 2010 March. Thread or chance? Change or transition? A revewi of descriptive evaluation and challenges and damages of performing it. Elementary Education, 13(7-108): 26-29[Persian].
Shirvani, J. (2009).the study of teachers and administrations Attitudes of operator descriptive evaluation of the evaluation plan -Descriptive. Elam education agency [Persian]
UNESCO.Gibson, I. W. (2013). Policy, Practice, and Need in the Professional Preparationof Teachers for Rural Teaching. Journal of Research in RuralEducation, 10(1), 68-77.
Yıldırım, A. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık
_||_