بازخوردهای معلمان مجری الگوی ارزشیابی توصیفی(کیفی)

پژوهش در برنامه ریزی درسی

مقاله 11، دوره 11، شماره 43، دی 1393، صفحه 119-131   

نوع مقاله: مقاله پژوهشی

نویسندگان

علی انتهائی آرانی¹؛ محمد حسنی^{* 2}؛ عباس شکاری³

¹1استادیار و عضوهیأت علمی پژوهشگاه مطالعات آموزش و پرورش

²2استادیار گروه علوم تربیتی و عضو هیأت علمی دانشگاه کاشان، کاشان، ایران

³3کارشناس ارشد برنامه ریزی درسی و آموزگارآموزش و پرورش

چکیده

هدف پژوهش حاضر، شناخت چگونگی درک و فهم و ارائه بازخوردهای توصیفی (کیفی) معلمان مدارس ابتدایی شهرستان آران و بیدگل است. روش پژوهش کیفی و از نوع پدیدار شناسی است.جمع‌آوری اطلاعات بر اساس سه ابزار مصاحبه نیمه ساختار یافته، مشاهده وتحلیل محتوا است. این پژوهش در چارچوب منطق نمونه‌گیری در روش پدیدار شناسی و به صورت هدفمند انجام شد و تعداد 32 نفراز برای مصاحبه انتخاب شدند. همچنین 10 کلاس مورد مشاهده قرار گرفت. در راستای مثلث سازی، محققان از یکصد نمونه بازخورد نوشتاری معلمان نیز تحلیل محتوا به عمل آوردند. نتایج نشان داد که بیشتر معلمان نمونه (66 درصد) تحقیق، فهم درستی از مفهوم باز خورد داشتند و بخش کوچکی (18 درصد) از آنان برداشت ناقصی داشتند. همچنین بخش محدودی (16 درصد) از آنان، فهم درستی از چیستی و چگونگی مفهوم بازخورد نداشتند. در زمینه چگونگی بازخورد دادن در کلاس درس مشاهدات نشان داد که معلمان از انواع بازخوردها استفاده نموده‌اند که بازخوردهای عاطفی، کلامی فردی، کلامی گروهی و کتبی به ترتیب بیشتر موارد بوده‌اند. تحلیل محتوای بازخوردهای کتبی نیز نشان داد که معلمان عمدتاً از بازخوردهای ملاکی، توصیفی و تشویق آمیز استفاده می‌نمایند.

کلیدواژه‌ها

ارزیابی؛ بازخورد؛ ارزشیابی کیفی ـ توصیفی؛ مدارس ابتدایی

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