Method of Teachers' Evaluation of Students' Performance during the CoVid-19 Pandemic: Challenges and Solutions (Investigating Lived Experience of Parents, Teachers and Professionals)

Nosrati Heshi, Kamal; Talebi Barkaje, Mir Masoud; Ahmadi, Hasan

doi:10.30473/idej.2023.65666.1124

- فلوچارت مراحل ورود و ثبت نام در سامانه نشریات علمی وزارت عتف

- راه اندازی سیستم مدیریت نشریات علمی دانشگاه پیام نور

تعداد نشریات	41
تعداد شماره‌ها	1,138
تعداد مقالات	9,758
تعداد مشاهده مقاله	17,874,033
تعداد دریافت فایل اصل مقاله	12,489,203

	Method of Teachers' Evaluation of Students' Performance during the CoVid-19 Pandemic: Challenges and Solutions (Investigating Lived Experience of Parents, Teachers and Professionals)
Quarterly of Iranian Distance Education Journal
دوره 4، شماره 2، اسفند 2022، صفحه 23-39 اصل مقاله (367.56 K)
نوع مقاله: scientific-research
شناسه دیجیتال (DOI): 10.30473/idej.2023.65666.1124
نویسندگان
Kamal nosrati heshi^* ¹؛ Mir masoud talebi barkaje²؛ hasan ahmadi³
¹Assistant Professor, Department of Educational Sciences, Farhangian University
²Student teacher, elementary education, undergraduate level, Farhangian University
³3. Assistant Professor, Department of Educational Sciences, Farhangian University
چکیده
The purpose of the present study is to investigate the way teachers evaluate students' performance in the CoVid-19 Pandemic and to identify challenges and solutions to overcome problems using lived experiences of parents, teachers and professionals. The current research is qualitative. To obtain the findings, the phenomenological method (semi-structured interview) was used. In this study, 25 primary school teachers and 25 parents of students in Ardabil city and 14 experts in this field across the country were selected by purposeful sampling method and theoretical saturation criteria. The results showed that during the CoVid-19 Pandemic, teachers used different methods for evaluation and faced many challenges, and were presented with suggestions to overcome them. Parents also expressed their opinions about how to evaluate teachers and provided solutions to solve the challenges. Later, in relation to the identified challenges, experts were interviewed, and in order to overcome challenges, strategies such as expansion of combined education, elucidating philosophy of evaluation and its ethical aspect to learners and parents, the development of communication infrastructures, use of research results, conducting continuous activity-based evaluations and in a practical and inferential manner, no restrictions on the use of networks, monitoring the work of teachers, emphasizing evaluation as a tool for learning not a means of stress, evaluating high levels of students' knowledge and avoiding emphasizing the evaluation of the low level of knowledge, and various other solutions that were presented in the findings section. Therefore, it is necessary for education practitioners to take advantage of the suggestions of parents, teachers, and especially experts in order to identify the challenges in the evaluation of students during the CoVid-19 Pandemic and overcome them according to the presented suggestions.
کلیدواژه‌ها
evaluation of students' performance؛ lived experience of experts؛ teachers and parents؛ challenges and solutions؛ Covid-19
عنوان مقاله [English]
شیوه ارزشیابی معلمان از عملکرد دانش آموزان در دوران کرونا و چالش‌ها و راهکارها (بررسی تجربه زیسته والدین، معلمان و متخصصان)
نویسندگان [English]
کمال نصرتی هشی¹؛ میرمسعود طالبی برکجه²؛ حسن احمدی³
¹استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان
²دانشجو معلم، آموزش ابتدایی، مقطع کارشناسی، دانشگاه فرهنگیان

چکیده [English]
هدف بررسی شیوه ارزشیابی معلمان از عملکرد دانش‌آموزان در دوران کرونا و شناسایی چالش‌ها و راهکارها جهت غلبه بر مشکلات با استفاده از تجارب‌زیسته والدین، معلمان و متخصصان است. پژوهش از نوع کیفی است. برای دستیابی به یافته‌ها، روش پدیدارشناسی (مصاحبه نیمه ساختار‌یافته) استفاده شد. در این مطالعه 25 معلم ابتدایی و 25 نفر والدین در شهر اردبیل و 14متخصص در سراسر کشور با روش نمونه‌گیری هدفمند و با معیار اشباع نظری انتخاب گردید. یافته‌ها نشان داد که معلمان، در دوران کرونا برای ارزشیابی از روش‌های مختلف استفاده و همچنین با مشکلات متعدد مواجه بودند که برای غلبه بر آنها پیشنهاداتی ارائه شد. والدین نیز ضمن ابراز نظر خود درباره نحوه ارزشیابی معلمان، برای حل چالش‌ها، راهکارهایی ارائه دادند. در ادامه، در ارتباط با چالش‌های شناسایی شده طبق نظر معلمان و والدین، با متخصصان صحبت، و جهت غلبه بر آنها راهکارهایی همچون گسترش آموزش ترکیبی، فهماندن فلسفه ارزشیابی و جنبه اخلاقی آن به فراگیران و والدین، توسعه زیرساخت‌های ارتباطی جهت تعامل، استفاده از نتایج تحقیقات، انجام ارزشیابی‌های مستمر- فعالیت‌محور و بصورت عملی و استنباطی، عدم محدودیت در استفاده از شبکه‌ها، نظارت بر کار معلمان، تاکید بر ارزشیابی به عنوان ابزاری در خدمت یادگیری نه وسیله‌ی استرس‌زا، ارزشیابی سطوح بالای دانش شاگردان و دوری از تاکید بر ارزشیابی سطح محفوظات و راهکارهای مختلف دیگر که مفصل‌تر در بخش یافته‌ها ارائه شد. بنابراین بر دست اندرکاران لازم است تا با بهرمندی از پیشنهادات والدین، معلمان و به ویژه متخصصان در جهت شناسایی چالش‌های موجود در امر ارزشیابی شاگردان در عصر کرونا به منظور غلبه بر آنها گام های جدی بردارند.
کلیدواژه‌ها [English]
ارزشیابی عملکرد دانش آموزان, تجربه زیسته متخصصان, معلمان و والدین, چالش ها و راهکارها, کرونا

مراجع
References Abdulhamidovna, [1] Maleki H. Perspective of the natural-spiritual curriculum based on the philosophy of Islamic education. National Congress of Humanities, 2006. https://www.tpbin.com/article/22745 (In Persian) [2] Fathi Vajargah k. Principles and Concepts of Curriculum Planning. Tehran: Entesharat-E Bal, 2009. (In Persian) [3] Klein M. F. The use of a research model to guide curriculum development. Theory In to Practice. 1983; 22(3): 198-202, Doi: 10.1080/00405848309543061 [4] Akker J. V. Curriculum perspectives: An introduction. In J. van den Akker, W. Kuiper & U. Hameyer (Eds.). Curriculum landscapes and trends (pp. 1-10). Dordrecht: Kluwer Academic Publishers, 2003. [5] Hasani M. Guide to implementing descriptive qualitative evaluation in elementary school. Tehran: Abed, 2012. (In Persian) [6] Alkin M. C., Christie A. C. An Evaluation Theory Tree. In. M. C. Alkin. (Ed.). Evaluation Roots: Tracing theorists ‘Views and influences, 2012. [7] Maleki H. Foundations of planning in secondary education. Tehran: Samt, 2013. (In Persian) [8] Noori T., Nilforooshan P. University Students’ Academic Procrastination: The Role of Coping Styles with Stress and the Dual Dimensions of Perfectionism. New Educational Approaches. 2016; 11(1): 21-40, doi: 10.22108/nea.2016.21056 (In Persian) [9] Pakzad M., Khosravi Babadi A., Poushaneh K., Assareh A., Reza Zade H.R. Phenomenology of evaluating learning outcomes. Journal of Theory and Practice in Curriculum. 2021; 9(17): 39-90. (In Persian) [10] Roshani Ali Bena See H., Fathi Vajargah K., Khorasani A. The Challenges of the Quality Evaluation of Virtual Education Curriculum: The Case of Shahid Beheshti University. Educational Measurement and Evaluation Studies. 2017; 7(18): 29-52. (In Persian) [11] Mohammadloo J., Mohammadi S. Virtual Evaluation. Majaleh Roshd. 2021; URL: https://b2n.ir/u76707 (In Persian) [12] karamalian H., Jafari harandi R., Ebadi H. A study of the qualitative descriptive evaluation problems from Primary School teacher's and manager's point of view. New Educational Approaches. 2013; 8(2): 73-92. (In Persian) [13] Abbasi Kasani H., Shams Mourkani G., Seraji F., Rezaeezadeh M. Learners Assessment tools in e-learning. Roshd -e- Fanavari. 2020; 16(61): 23-33. (In Persian) [14] Hosseinizadeh S. A. Educational evaluation in behavior (Sireh) of Prophet Mohammad (PBUH) and Ahle Beit (PBUH). Biquarterly Journal of Islamic Education. 2008; 3(5): 37. (In Persian) [15] Chen H., Su Y., Zheng Q., Li L. Towards an operationalized and effective school self-evaluation system: An ongoing action research study in Chinese secondary schools since 2011. Studies in Educational Evaluation. 2019; 60: 117-129, https://doi.org/10.1016/j.stueduc.2018.12.005 [16] Coates H. Assessing student learning outcomes internationally: Insights and frontiers. Assessment & Evaluation in Higher Education. 2016; 41(5): 662-676. [17] Klimova B. F. Evaluation methods as an effective tool for the development of students’ learning. Procedia-Social and Behavioral Sciences. 2014; 152 (7): 112-115, https://doi.org/10.1016/j.sbspro.2014.09.165 [18] Fuller I., Rawlinson S., Bevan R. Evaluation of Student Learning Experiences in Physical Geography Fieldwork: Paddling or pedagogy?. Journal of Geography in Higher Education. 2000; 24(2): 199-215, DOI: 10.1080/713677388 [19] Kameoka V. A., Lister L. Evaluation of Student Learning Outcomes in MSW Programs. Journal of Social Work Education. 1991; 27(3): 251-257. [20] Moustakas C. E. Phenomenology research methods. Thousand Oaks, Ca; Sage Publications, 1994. [21] Strauss A. L., Corbin J. Basics of Qualitative Research: Techniques and Procedures for developing Grounded Theory (3rd Ed.). Thousand Oaks, CA: Sage, 2008. [22] Abbaszadeh M. Validity and reliability in qualitative research. Journal of Applied Sociology. 2012; 23(1): 19-34. (In Persian) [23] Seraji F. Evaluation in the virtual environment. Curriculum and information and communication technology. 2014; Internet link: http://www.daneshnamehicsa.ir (In Persian).
آمار تعداد مشاهده مقاله: 431 تعداد دریافت فایل اصل مقاله: 433

سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب

پیوندهای مفید

اخبار و اعلانات

آمار

Method of Teachers' Evaluation of Students' Performance during the CoVid-19 Pandemic: Challenges and Solutions (Investigating Lived Experience of Parents, Teachers and Professionals)