مطالعات برنامه درسی در تربیت و بالندگی معلم

مطالعات برنامه درسی در تربیت و بالندگی معلم

تحلیل نگرش معلمان ابتدایی نسبت به ارزشیابی کیفی-توصیفی و راهکارهای ارتقای آن (مطالعه موردی: استان البرز)

نوع مقاله : مقاله پژوهشی

نویسنده
گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
چکیده
پژوهش حاضر با هدف تحلیل نگرش معلمان دوره ابتدایی نسبت به نظام ارزشیابی کیفی-توصیفی و ارائه راهکارهایی جهت ارتقای کیفیت اجرای آن انجام شد. روش پژوهش، توصیفی از نوع پیمایشی است. جامعه آماری شامل کلیه معلمان ابتدایی استان البرز بود که از میان آنان، ۳۰۷ نفر به روش تصادفی طبقه‌ای به عنوان نمونه انتخاب شدند. ابزار گردآوری داده‌ها، پرسشنامه محقق‌ساخته بود که روایی آن با استفاده از نظر متخصصان (روایی محتوایی) و پایایی آن از طریق ضریب آلفای کرونباخ (با مقدار 87/0) مورد تأیید قرار گرفت. یافته‌های پژوهش نشان داد که موانع اصلی در مسیر ارزشیابی کیفی-توصیفی در پنج حوزه طبقه‌بندی می‌شوند: ۱. مربوط به معلمان (کمبود وقت، انگیزه پایین و غلبه روش‌های سنتی)؛ ۲. مربوط به دانش‌آموزان (تراکم بالای کلاس، کاهش حس رقابت و ضعف در کار گروهی)؛ ۳. مربوط به والدین (نگرش منفی، کمبود آموزش و اصرار بر نمره‌گرایی)؛ ۴. مربوط به محتوای درسی (تأکید افراطی بر کتاب، فقدان ماهیت مسئله‌محور و عدم انطباق با نیاز فراگیران)؛ ۵. مربوط به ابزارهای ارزشیابی (کاربرد نامناسب ابزارها، تکثر ابزارها و ابهام در کارنامه‌های توصیفی). نتایج نشان داد اگرچه اجرای ارزشیابی کیفی-توصیفی در مدارس استان البرز با چالش‌های ساختاری و اجرایی مواجه است، اما بخش عمده‌ای از اهداف آن تحقق یافته و وضعیت اجرا در سطح نسبتاً مطلوبی ارزیابی می‌شود.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

An Analysis of Primary School Teachers’ Attitudes Toward Qualitative-Descriptive Assessment and Strategies for Its Improvement: A Case of Alborz Province

نویسنده English

ali sohbatlo
Department of Educational Sciences, Farhangian University, Tehran, Iran.
چکیده English

This study aimed to analyze the attitudes of primary school teachers toward the qualitative-descriptive assessment system and to propose strategies for enhancing its implementation. Employing a descriptive-survey research design, a sample of 307 teachers was drawn from the total population of primary school teachers in Alborz Province using stratified random sampling. Data were collected via a researcher-developed questionnaire, which demonstrated high content validity through expert review and strong internal consistency (Cronbach’s α= 0/87 ). The findings identified five primary categories of barriers to qualitative-descriptive assessment: (1) teacher-related factors, including time constraints, low motivation, and the persistence of traditional methods; (2) student-related factors, such as high classroom density, diminished competitive drive, and weaknesses in collaborative learning; (3) parental factors, including negative attitudes, lack of training, and an insistence on grade-oriented evaluation; (4) curricular content factors, characterized by excessive reliance on textbooks, a lack of problem-based learning, and misalignment with learner needs; and (5) assessment tool factors, involving inappropriate tool application, tool proliferation, and ambiguity in descriptive report cards. In conclusion, while the implementation of qualitative-descriptive assessment in Alborz Province faces significant structural and operational challenges, the core objectives have been achieved, and the current state of implementation is relatively satisfactory.

کلیدواژه‌ها English

Primary school teachers
qualitative-descriptive assessment
teacher attitudes
educational quality
Alborz Province
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