Volume 6, Issue 38 (3-2019)
2019, __(38): 60-85 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Phenomenology of the experiences of elementary teachers from the full implementation of the qualitative-descriptive evaluation program. Journal title 2019; 6 (38) :60-85
URL: http://erj.khu.ac.ir/article-1-428-en.html
URL: http://erj.khu.ac.ir/article-1-428-en.html
Abstract: (6801 Views)
The aim of this research is to attain primary teachers' experiences regarding the full implementation of descriptive- qualitative evaluation plan in primary schools. به منظور شناخت بیشتر پدیده ارزشیابی کیفی – توصیفی، مطالعه حاضر به شیوه کیفی و از نوع پدیدارشناسی با نمونه گیری هدفمند و از طریق مصاحبه نیمه ساختارمند با 12 نفر از معلمانی انجام گرفت که تجربه اجرای این طرح را در هر شش پایه تحصیلی دوره ابتدایی دارند. In order to better understanding the phenomenon of descriptive- qualitative evaluation, the present study was carried out in the qualitative method and in the type of Phenomenological with purposeful sampling and through semi-structured interviews with 12 teachers by the experience of the implementation of the plan in all six grades of elementary school. ابزار گردآوری اطلاعات مصاحبه نیمه ساختارمند بود که به دقت ثبت و در همان جلسه، با شرکت کنندگان مرور می شد و در صورت تایید مورد پذیرش قرار می گرفت. Data collection tool was semi-structured interviews being carefully recorded in the same session, and being reviewed with participants and, if approved, it will be accepted. تحلیل داده ها بر اساس راهبرد هفت مرحله ای کُلایزی صورت پذیرفت. Data analysis was carried out based on Kaiser' seven-step model.تحلیل عمیق روایت های معلمان موجب شناسایی و دسته بندی شش مزیت "پویا شدن فرایند ارزشیابی"، " کاهش منطقی استرس و افزایش اعتماد به نفس"، "مطابقت با معیارهای سنجش اصیل"، "حل مشکل مردودی" ، " رشد مهارت قضاوت"، "تقویت روحیه ی همکاری"و هفت نقطه ضعف " کاهش انگیزه دانش آموزان مستعد"، " مشکل زمان"، " نامشخص بودن مفهوم و نتایج ارزشیابی توصیفی"، "بی توجهی به جایگاه معلم"، "شکل گیری ذهنیت بی اعتمادی"، " نبود امکانات لازم" و "کاهش یادگیری عمیق و معنادار" شد. Deep analysis of narratives of teachers would identify and classify six advantage "dynamiting process of evaluation", "logical reduction in stress and boosting confidence", "matching with the original criteria of the evaluation ", "solving the problem of failing", "developing the skills of judgment" " enhancing the spirit of cooperation" and seven weakness points " of reduction the incentive for talented students", " time limitation", "lack of concepts and results of descriptive evaluation", "disregarding the status of teachers", "shaping the mentality of mistrust", " lack of necessary equipment, "and deep and meaningful learning loss". یافته ها نشان Findings داد show که that معلمان interviewed teachers مصاحبهexperienced شونده، positive and negative را consequences مثبت و منفی from اثرات effects of اجرای implementation of برنامه descriptive- qualitative evaluation plan and totally face to different challenges in implementing the plan in which the present article regards them.
Type of Study: Research Paper |
Subject:
Educational Assessment & Measurements
Received: 2018/02/3 | Revised: 2020/10/22 | Accepted: 2019/10/16 | ePublished: 2019/10/16
Received: 2018/02/3 | Revised: 2020/10/22 | Accepted: 2019/10/16 | ePublished: 2019/10/16
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
