واکاوی دیدگاه معلمان در خصوص مشکلات اجرایی طرح ارزش‌یابی کیفی توصیفی در کلاس‌های چندپایه و ارائه راهکارهایی برای رفع آن‌ها

پژوهش در برنامه ریزی درسی

مقاله 6، دوره 15، شماره 57، شهریور 1397، صفحه 80-93   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2018.542520

نویسندگان

حشمت الله مرتضوی زاده^{* 1}؛ محمدرضا نیلی²؛ احمدرضا نصراصفهانی²؛ محمد حسنی³

¹عضو هیئت‌علمی دانشگاه فرهنگیان، گروه علوم تربیتی، یاسوج، ایران و دانشجوی دکترای برنامه‌ریزی درسی دانشگاه اصفهان

²عضو هیئت‌علمی دانشگاه اصفهان، اصفهان، ایران

³دانشیار پژوهشگاه مطالعات آموزش و پرورش

چکیده

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.

کلیدواژه‌ها

ارزش‌یابی کیفی-توصیفی؛ کلاس‌های چندپایه

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