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بررسی سواد سنجش و ارزشیابی مدرسان دانشگاهی زبان انگلیسی در ایران | ||
پژوهشهای زبانشناختی در زبانهای خارجی | ||
مقاله 13، دوره 8، شماره 2، دی 1397، صفحه 645-664 اصل مقاله (339.23 K) | ||
نوع مقاله: علمی پژوهشی(عادی) | ||
شناسه دیجیتال (DOI): 10.22059/jflr.2018.245602.422 | ||
نویسندگان | ||
زهره مهماندوست* 1؛ سیدمحمد علوی2؛ شیوا کیوان پناه3 | ||
1دانشگاه تهران پردیس بین الملل کیش | ||
2دانشگاه تهران | ||
3هیات 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 | ||
"سواد سنجش و ارزشیابی"؛ "فعالان آموزش"؛ "کیفیت آموزش"؛ "توسعۀ حرفهای"؛ "برنامههای آموزشی معلمان" | ||
عنوان مقاله [English] | ||
An exploration of teachers' assessment literacy in Iran | ||
نویسندگان [English] | ||
Zohreh Mehmandoust1؛ Sayyed Mohammad Alavi2؛ Shiva Kaivanpanah3 | ||
1University 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. | ||
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