ارزشیابی یادگیری-محور در مهارت خوانش: مطالعه ای ترکیبی از عملکردها و دیدگاه های اساتید رشتة آموزش زبان انگلیسی ایران

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 دکتری آموزش زبان انگلیسی، دانشگاه تهران، تهران، ایران

2 استاد تمام آموزش زبان انگلیسی، دانشکده زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران

3 دانشیار آموزش زبان انگلیسی، دانشکده زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران

چکیده

این مطالعه به بررسی عملکردها و دیدگاه‌های ارزشیابی یادگیری-محور مهارت خوانش از منظر اساتید رشتة آموزش زبان انگلیسی در دانشگاه‌های ایران می‌پردازد. در این مطالعة ترکیبی متوالی-تبیینی ((Sequential-explanatory mixed methods design، رهیافت‌های کمی از طریق پیمایش 180 استاد که به صورت طبقه‌ای هدفمند (Stratified purposive sampling) انتخاب شده بودند حاصل شد. سپس، جهت تبیین داده‌های کمی، نویسندگان با 15 استاد که به صورت نمونه‌گیری حداکثر اختلاف (Maximum Variation) انتخاب شده بودند، مصاحبه‌هایی انجام دادند. نتایج کمی نشان می‌دهد که اساتید در ارزشیابی مهارت خوانش از هر دو دستة کلی ارزشیابی- ارزشیابی سنتی (Traditional assessment) و جایگزین (Alternative assessment)- اما با فراوانی متفاوت استفاده می‌کنند. همچنین، تقریباً نیمی از اساتید از مشارکت دانشجویان از طریق فعالیت خود ارزیابی (Self-assessment) و ارزیابی همکلاسی (Peer-assessment) بهره می‌برند. افزون بر این، پاسخ دهندگان بازخوردی را مناسب می‌انگارند که در فراگیران ایجاد انگیزه کند. همچنین، نتایج کیفی به تبیین یافته‌های کمی در مورد ارزشیابی یادگیری-محور از منظر اساتید پرداخته است.

کلیدواژه‌ها


عنوان مقاله [English]

Learning-oriented Assessment of Reading: A Mixed Methods Study of Iranian EFL University Instructors’ Perceptions and Practices

نویسندگان [English]

  • Maryam Beikmohammadi 1
  • Sayyed Mohammad Alavi 2
  • Shiva Kaivanpanah 3
1 Faculty of Foreign Language and Literature, University of Tehran
2 Faculty of Foreign Languages and Literature
3 Faculty of Foreign Languages and Literature
چکیده [English]

This study examined Iranian EFL university instructors’ perceptions and practices of learning-oriented assessment of reading comprehension. In this sequential-explanatory mixed methods study, the quantitative data were gathered from a sample of 180 instructors. The participants were selected through stratified purposive sampling. Then, to probe the quantitative data in more depth, the researchers conducted interviews with 15 instructors. To maximize the data variation in qualitative phase, the maximum variation sampling was utilized. The quantitative findings revealed that in their reading comprehension assessment, teachers made use of both traditional and alternative assessment techniques. Furthermore, almost half of the teachers stated that they encourage students to engage in self-assessment and peer-assessment. In addition, teachers believed that appropriate feedback is one that encourage students to improve their learning. Finally, the qualitative findings shed additional lights on the quantitative ones.

Key words: Assessment, Learning-oriented assessment, Reading comprehension, a Mixed Methods study, sequential-explanatory mixed methods study

کلیدواژه‌ها [English]

  • Assessment
  • Learning-oriented assessment
  • Reading comprehension
  • a Mixed Methods study
  • sequential-explanatory mixed methods study
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