تجربۀ زیستۀ معلمان دورۀ ابتدایی دربارۀ مؤلفه‌های بازخورد در ارزشیابی توصیفی(کیفی)

پژوهش در برنامه ریزی درسی

دوره 18، شماره 69، شهریور 1400، صفحه 78-93   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2021.1927889.1877

نویسندگان

علی انتهائی ارانی¹؛ فرزانه واصفیان^{* 2}؛ محمد حسنی³؛ عباس قلتاش⁴

¹گروه علوم تربیتی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران

²گروه علوم تربیتی،واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران

³عضو هیئت علمی مطالعات پژوهشگاه آموزش و پرورش، ایران

⁴گروه علوم تربیتی، مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

چکیده

هدف پژوهش حاضر بازنمایی تجارب زیستۀ معلمان دورۀ ابتدایی دربارۀ مؤلفه‌های بازخورد در ارزشیابی توصیفی (کیفی) است. این مطالعه با اتخاذ رویکرد کیفی از نوع پدیدارشناسانه انجام شد و برای این منظور با شیوۀ نمونه‌گیریِ مطلوب، 15 نفر از معلمان دورۀ ابتدایی برای مشارکت در مصاحبۀ نیمه ساختاریافته انتخاب شدند. داده‌ها با استفاده از روش تحلیل محتوای کیفی تحلیل شد. ابتدا شصت مفهوم استخراج شدکه بعد از نامگذاری( کد گذاری) و دسته‌بندی و ادغام موارد مشابه به هجده واحد معنایی( کد) تقلیل و نهایتاً در پنج مقولۀ اصلی : بهبود یادگیری در حین تدریس و یادگیری، خودراهبری در یادگیری، هم‌راهبری دانش‌آموز در یادگیری، درگیرسازی والدین، آشکارسازی از یادگیری در پایان یادگیری، دسته‌بندی شد. همچنین یافته‌های پژوهش از طریق استادان راهنما و چند نفر از شرکت‌کنندگان  و تأیید نتایج تحلیل مصاحبه از طرف آن‌ها از صحت یافته‌ها اطمینان حاصل شد. بر این اساس پیشنهاد می‌شود در آموزش معلمان برای توسعه و استقرار عمیق‌تر این الگوی ارزشیابی، بر راهکار تلفیق ارزشیابی و تدریس از راه توسعۀ بازخوردهای فرایندی بیشتر تأکید شود.

کلیدواژه‌ها

ارزشیابی توصیفی (کیفی)؛ بازخورد؛ تجربۀ زیستۀ معلمان

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