طراحي الگوي مناسب ارزشيابي پيشرفت تحصيلي رشته‌هاي گروه فني و مهندسي بر اساس تجارب زيسته اساتيد و دانشجويان

Design an appropriate model for studying development evaluation of technical and engineering based on the lived experiences of teachers and students

هدف كلي از انجام اين پژوهش طراحي الگوي مناسب ارزشيابي پيشرفت تحصيلي رشته­ هاي گروه فني و مهندسي براساس تجارب زيسته اساتيد و دانشجويان مي­باشد. از اين رو در مقاله حاضر مبتني بر پژوهش پديدار شناختي به توصيف، تبيين و تفسير تجارب زيسته اساتيد رشته­ هاي فني و مهندسي درخصوص ارزشيابي پيشرفت تحصيلي در جهت ارائه الگو اقدام گرديد. شركت­كنندگان در اين پژوهش اساتيد رشته­ هاي فني و مهندسي دانشگاه آزاد اسلامي واحد بناب بودند كه با روش نمونه­گيري هدفمند طبقه­اي انتخاب شدند. ابزار گردآوري اطلاعات مصاحبه عميق نيمه ساختار يافته بود. روش تجزيه و تحليل اطلاعات روش كدگذاري موضوعي و استفاده از روش هفت مرحله-­اي كلايزي بود، براي تعيين اعتبار يافته از روش سه سوسازي و روايي بازسازي واقعيت و براي افزايش پايايي پژوهش مصاحبه­ ها با يك برنامه قبلي در يك فضاي مناسب و رعايت شرايط مصاحبه با راهنمايي­هاي لازم و به دور از سوگيري و اعمال نظر خاصي انجام مي­گرفت. نتايج براساس تجارب زيسته اساتيد و دانشجويان نتايج نشان داد كه اساتيد نقش بي­بديل آزمون ميان ترم در ارزشيابي عملكرد تحصيلي، الزامي­ بودن آزمون‌هاي كوتاه كلاسي، ارزشيابي كنش متقابل، صريح نبودن معيارهاي ارزشيابي، رهايي از حصار ارزشيابي پاياني، ارزشيابي مستمر شرط تحقق ارزشيابي جامع، ارزشيابي مهارتي، تنوع و تعدد در ارزشيابي، ارتباط ارزشيابي با حجم محتوا و غيره جزو تجارب خود قلمداد نمودند. درنهايت براساس تجارب زيسته اساتيد ودانشجويان الگوي اختصاصي ارزشيابي پيشرفت تحصيلي رشته­هاي فني و مهندسي ارائه شد.

The prime purpose of the present study is to investigate the life experiences of technical and engineering students and professors on evaluation of educational progress for the purpose of proposing an integrated model of evaluating educational progress of engineering students. Since evaluation is an indispensible part of instruction and it is employed for the purpose of the investigating learners' learning. So The present study is a phenomological inquiry into the life experiences of Iranian engineering students on the educational progress of evaluation at universities. For the purpose of the data collection, twelve engineering students, electronic, mechanics, industrial, aerospace, etc. of the Azad University of Bonab, Iran were interviewed by the lead author. The participants volunteered for the study and each interview lasted approximately 35 minutes. The adapted design was flexibility and purposeful sampling. Twelve university professors also were interviewed by the researcher. For the data collection, deep and semi-structured interview was used. After conducting the interview, the findings were coded and transcribed. qualitative data collect ion was employed for the present study. Data were analyzed through inductive analysis and creative synthesis (Glaser's seven steps ). In order to estimate the validity of the finding, split-half method was employed and for the enhancing the reliability , the interviews were conducted in a calm and appropriate environment The findings revealed important patterns and themes behind evaluation. The participants had the life experiences of evaluation as being unfair, not fully based on the classroom syllabus, and call for raising professors' awareness on evaluation. They advocated a synthesis of a theoretical and practical evaluation. The participants also supported formative evaluation during a semester. The present study has a number of pedagogical implications for teacher education, teachers, testing professionals, among others.