بررسی سواد سنجش و ارزشیابی مدرسان دانشگاهی زبان انگلیسی در ایران

نوع مقاله: علمی پژوهشی

نویسندگان

1 دانشگاه تهران پردیس بین الملل کیش

2 دانشگاه تهران

3 هیات علمی دانشکده زبانها و ادبیات خارجی دانشگاه تهران

چکیده

سواد سنجش و ارزشیابی مدرسان دانشگاهی در سال‮های اخیر به‮طور فزاینده‮ای در برنامه‮های مرتبط با توسعۀ حرفه‮ای معلمان مورد توجه قرار گرفته است. سواد سنجش و ارزشیابی می‮تواند به معلمان و دانش‮آموزان در درک نقش اساسی ارزشیابی در محیط کلاس کمک بسزایی کند، به‮کارگیری سنجش و ارزشیابی معنادار و پیوسته، نه تنها برای معلمان و دانش‮آموزان، بلکه برای تمامی فعالان عرصۀ آموزش لازم و مفید است. ضعف آموزشی معلمان در زمینه سنجش و ارزشیابی سبب افت کیفی شاخص‮های یادگیری در دانش‮آموزان شده است. با هدف دستیابی به میزان سواد سنجش و ارزشیابی مدرسان دانشگاه نسبت به معیارهای «سن»، «تجربه تدریس» و «رشته تحصیلی» آنها، پرسش‮نامۀ طراحی‮شده میان تعداد 002 نفر از مدرسان دانشگاه توزیع و توسط آنان تکمیل شد. نتایج تحلیل کمّی، تفاوت معناداری را در میزان سواد سنجش و ارزشیابی بین مدرسان با تجربه‮های کاری مختلف در سنین متفاوت و گرایش‮های رشتۀ زبان انگلیسی نشان داد. سواد سنجش و ارزشیابی باید به‮عنوان یک ضرورت جهت پیشرفت حال و آیندۀ معلمان و مدیران آموزش مبنای نظر قرار گیرد

کلیدواژه‌ها


عنوان مقاله [English]

An exploration of teachers' assessment literacy in Iran

نویسندگان [English]

  • Zohreh Mehmandoust 1
  • Sayyed Mohammad Alavi 2
  • Shiva Kaivanpanah 3
1 University of Tehran, Kish International Campus
چکیده [English]

In recent years, assessment literacy has been increasingly understood as a proper focus for teachers’ professional development programs. As assessment literacy can bring the understanding of the significant role of assessment in classroom setting for both teachers and students, teachers’ assessment literacy is required for employing ongoing and meaningful assessment. This is not only beneficial for teachers and students but also for all education authorities. Accordingly, this study seeks to investigate teachers’ assessment literacy in the classroom setting. For this purpose, 200 university instructors participated in the present study completing a developed questionnaire. The data were analyzed through parametric statistical analysis. The findings of this study signify that teachers’ assessment literacy development needs to be a precise component of teacher education programs; additionally, practical professional development can help teachers to combine more quality with their assessment which shows a growth in students learning achievement. Therefore, assessment literacy must be an essential content area for any present and future development attempts for both teachers and administrators.

کلیدواژه‌ها [English]

  • "assessment literacy"
  • "education authorities"
  • "assessment"
  • "professional development"
  • "teachers' assessment programs"
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حسنی م. و شیرازی ح. (1393). بررسی تحلیلی تحقیقات انجام شده در موضوع ارزشیابی کیفی توصیفی. مجله علوم تربیتی دانشگاه چمران.