بازنمودهای اجتماعی بکارگیری خودارزیابی برای رشد تعلیم و تربیت دانشجویان رشته آموزش زبان فرانسه دانشگاه تهران

نوع مقاله : علمی پژوهشی(عادی)

نویسنده

استادیار گروه زبان و ادبیات فرانسه، دانشگاه تهران، تهران، ایران

چکیده

در دنیای آموزش، ارزیابی ابزاری برای پایان دهی به مقطعی از یادگیری نیست، بلکه ابزاری برای پیشبرد و جهت دهی تدریس و یادگیری می باشد که باید در طول دوره یادگیری مورد استفاده قرار گیرد.خودارزیابی بعنوان یکی از بروزترین روش های ارزیابی دانشجویان را ترغیب به تأمل درمورد یادگیری، بکارگیری راهبردهای فردی یادگیری و روشهای مفید برای جبران مشکلات یادگیری مینماید. در این مطالعه، بازنمودهای اجتماعی بکارگیری خودارزیابی در سمینارهای کارشناسی ارشد رشته آموزش فرانسه در پیشرفت یادگیری و شناخت بهتر فرایند یادگیری فردی مورد بررسی قرار گرفت. دو گروه دانشجویان، هر یک متشکل از 12 دانشجو که در دو سمینار یکسان آموزش فرانسه شرکت کرده بودند در این مطالعه شرکت کردند. گروه اول، گروه کنترل، توسط استاد ارزیابی شده و در گروه دوم، گروه شاهد، دانشجویان مسئول ارزیابی یادگیری خود در طول ترم بودند. عملکرد دانشجویان در پایان ترم مقایسه و مورد تحلیل قرار گرفت. همچنین، پرسشنامه ای با هدف بررسی نقش خودارزیابی در میزان و نحوه یادگیری و بازتاب بکارگیری این روش ارزیابی درمیان دانشجویان گروه شاهد توزیع و مورد بررسی قرار گرفت. نتایج حاکی از پیشرفت در عملکرد دانشجویان گروه آزمایش بوده و آنها را نسبت به راهبردهای یادگیری فردی خود آگاه تر ساخته و مهارت های خودتنظیمی و استقلال در یادگیری را در آنها پرورش داد.

کلیدواژه‌ها

عنوان مقاله [English]

Social Representations of Implementing Self-Assessment for Training French Language Teaching Students at the University of Tehran

نویسنده [English]

  • Soodeh Eghtesad
چکیده [English]

In today's educational world, assessment is not used as an instrument for assessing students' learning at the end of a course, but as an instrument used for orienting teaching and learning during a course. Self-assessment is an assessment technique that encourages students to reflect on their learning, develop practical learning strategies, and discover ways of compensating their learning problems. This study focuses on the social representations of the implementation of self-assessment in masters’ level French Language-Teaching seminars to investigate whether it promotes improvements in students’ learning and skills. Two groups of master’s students,, each composed of 12 students were selected. The first group (the control group) was assessed by the instructor, whereas in the second group (the experimental group), students were responsible for assessing their learning. Students’ overall performance in the two seminars was compared and analyzed at the end of each semester, along with a questionnaire distributed among the experimental group students to examine whether self-assessment enhanced students’ learning, helped develop self-reflection and critical thinking regarding their learning and learning strategies. Results indicated improvements in the experimental group students’ performance, made students more responsible about their learning, improved self-regulation and made them more independent and autonomous in their educational career.

کلیدواژه‌ها [English]

  • "self-assessment
  • "
  • "social representations"
  • "Iran"
  • "self-regulation"
  • "autonomy"
  • "assessment for learning"

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