شناسايي و اولويت بندي مضمون هاي سنجش كلاسي عادلانه با استفاده از روش فرايند تحليل سلسه مراتبي فازي

Recognizing and prioritizing fair classroom assessment themes using Fuzzy Analytical Hierarchy Process (FAHP) method

روش ﭘﮋوﻫﺶ: ﺑﺮاي دﺳﺘﯿﺎﺑﯽ ﺑﻪ اﯾﻦ ﻫﺪف، اﺑﺘﺪا ﯾﮏ ﻣﻄﺎﻟﻌﮥ ﮐﯿﻔﯽ ﺑﻪ روش ﭘﺪﯾﺪارﺷﻨﺎﺳﯽ ﺗﻔﺴﯿﺮي اﻧﺠﺎم ﺷﺪ. ﺑﺮاي ﺟﻤﻊ آوري داده ﻫﺎ از ﻣﺼﺎﺣﺒﮥ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ اﺳﺘﻔﺎده ﺷﺪ. ﺑﺎ اﺳﺘﻔﺎده از ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻣﻼﮐﯽ، ﭘﺲ از اﻧﺠﺎم 29 ﻣﺼﺎﺣﺒﮥ اﻧﻔﺮادي، ﯾﮏ ﻣﺼﺎﺣﺒﮥ ﮔﺮوﻫﯽ و ﯾﮏ ﮔﺮوه ﮐﺎﻧﻮﻧﯽ ﺑﺎ داﻧﺸﺠﻮﯾﺎﻧﯽ ﮐﻪ ﺣﺪاﻗﻞ دو ﺗﺮم ﺗﺠﺮﺑﮥ ﻣﻮردِ ﺳﻨﺠﺶ ﻋﻤﻠﮑﺮد واﻗﻊ ﺷﺪن در داﻧﺸﮕﺎه ﺗﻬﺮان داﺷﺘﻨﺪ، اﺷﺒﺎع ﻣﻮﺿﻮﻋﯽ اﺳﺘﻘﺮاﯾﯽ ﺑﻪدﺳﺖ آﻣﺪ. ﺑﺮاي وزندﻫﯽ ﺑﻪ اﯾﻦ ﻣﻀﻤﻮنﻫﺎ از روش ﻓﺮآﯾﻨﺪ ﺗﺤﻠﯿﻞ ﺳﻠﺴﻠﻪﻣﺮاﺗﺒﯽ ﻓﺎزي اﺳﺘﻔﺎده ﺷﺪ. داده ﻫﺎي اﯾﻦ ﻣﺮﺣﻠﻪ ﺑﺎ اﺳﺘﻔﺎده از ﭘﺮﺳﺸﻨﺎﻣﮥ ﻣﻘﺎﯾﺴﮥ زوﺟﯽ ﮐﻪ ﺷﺎﻣﻞ 53 ﻣﻘﺎﯾﺴﻪ ﺑﻮد از ﯾﮏ ﻧﻤﻮﻧﮥ ﻧُﻪ ﻧﻔﺮي از ﻣﺘﺨﺼﺼﺎن ﺣﻮزة ﺳﻨﺠﺶ ﺟﻤﻊآوري ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﺗﺤﻠﯿﻞ ادراك داﻧﺸﺠﻮﯾﺎن ﺑﺎ اﺳﺘﻔﺎده از روش رﯾﮑﻮر و در ﺳﻪ ﻣﺮﺣﻠﮥ ﺳﺎدهﺧﻮاﻧﯽ، ﺗﺤﻠﯿﻞ ﺳﺎﺧﺘﺎري و درك ﺟﺎﻣﻊ اﻧﺠﺎم ﺷﺪ. اﺳﺘﺨﺮاج واﺣﺪﻫﺎي ﻣﻌﻨﺎﯾﯽ ﺑﻪ ﺷﻨﺎﺳﺎﯾﯽ 20 زﯾﺮﻣﻀﻤﻮن ﻣﻨﺠﺮ ﺷﺪ ﮐﻪ در 5 ﻣﻀﻤﻮنِ اﺻﻠﯽ »ﻋﺪاﻟﺖ آﻣﻮزﺷﯽ«، »ﻋﺪاﻟﺖ روﯾﻪاي«، »ﻣﺎﻫﯿﺖ ﺳﻨﺠﺶ«، »ﻋﺪاﻟﺖ ﺗﻌﺎﻣﻠﯽ« و »ﻋﺪاﻟﺖ در آزﻣﻮن ﮐﺘﺒﯽ« دﺳﺘﻪﺑﻨﺪي ﺷﺪ. ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از ﺗﺤﻠﯿﻞ ﺳﻠﺴﻪﻣﺮاﺗﺒﯽ ﻓﺎزي ﻧﺸﺎن داد ﮐﻪ در ﺑﯿﻦ 5 ﻣﻀﻤﻮن اﺻﻠﯽ، »ﻋﺪاﻟﺖ آﻣﻮزﺷﯽ« ﺑﺎ وزن 0/318 در ﺟﺎﯾﮕﺎه اول ﻗﺮار داﺷﺖ و ﺑﻌﺪ از آن ﺑﻪﺗﺮﺗﯿﺐ ﻣﻀﻤﻮنﻫﺎي »ﻋﺪاﻟﺖ روﯾﻪاي«، »ﻣﺎﻫﯿﺖ ﺳﻨﺠﺶ«، »ﻋﺪاﻟﺖ ﺗﻌﺎﻣﻠﯽ« و »ﻋﺪاﻟﺖ در آزﻣﻮن ﮐﺘﺒﯽ« ﻗﺮار داﺷﺘﻨﺪ. وزنﻫﺎي ﻧﻬﺎﯾﯽ زﯾﺮﻣﻀﻤﻮنﻫﺎ از ﺿﺮب وزن ﻣﻀﻤﻮنﻫﺎي اﺻﻠﯽ در وزن ﻧﺴﺒﯽ زﯾﺮﻣﻀﻤﻮنﻫﺎ ﺑﻪدﺳﺖآﻣﺪ؛ ﺑﺮ اﯾﻦ اﺳﺎس زﯾﺮﻣﻀﻤﻮن »ﮐﯿﻔﯿﺖ ﺗﺪرﯾﺲ« ﺑﺎ وزن 0/22 در ﺟﺎﯾﮕﺎه اول و زﯾﺮﻣﻀﻤﻮنﻫﺎي »ﻋﺪاﻟﺖ اﻃﻼﻋﺎﺗﯽ« و »ﺣﺮﻓﻪايﮔﺮي در ﺗﺪرﯾﺲ« ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺎ وزنﻫﺎي 0/11 و 0/09 در ﺟﺎﯾﮕﺎهﻫﺎي ﺑﻌﺪي ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﻧﺘﯿﺠﻪﮔﯿﺮي: ادراك داﻧﺸﺠﻮﯾﺎن از ﻋﺪاﻟﺖ در ﺳﻨﺠﺶ، ﺗﺮﮐﯿﺒﯽ از ﻣﻔﺎﻫﯿﻢ ﻧﻈﺮﯾﻪﻫﺎي اﻧﺪازهﮔﯿﺮي و ﻋﺪاﻟﺖ ﺳﺎزﻣﺎﻧﯽ اﺳﺖ و وزن ﺑﺎﻻي ﻣﻀﻤﻮن »ﻋﺪاﻟﺖ آﻣﻮزﺷﯽ« در ﺑﯿﻦ ﻣﻀﻤﻮنﻫﺎ و زﯾﺮﻣﻀﻤﻮن ِﮐﯿﻔﯿﺖ ﺗﺪرﯾﺲ اﯾﻦ ﻣﻀﻤﻮن در ﺑﯿﻦ ﺗﻤﺎم زﯾﺮﻣﻀﻤﻮنﻫﺎي ﺑﻪدﺳﺖ آﻣﺪه ﻧﺸﺎن داد ﮐﻪ ﻧﻘﺾ ﻋﺪاﻟﺖ آﻣﻮزﺷﯽ در ﺑُﻌﺪ ﮐﯿﻔﯿﺖ ﺗﺪرﯾﺲ ﺑﻪ درك ﻧﺎﻋﺎدﻻﻧﮥ ﺳﻨﺠﺶ ﻣﻨﺠﺮ ﺧﻮاﻫﺪ ﺷﺪ و در ﻣﻘﺎﺑﻞ اﮔﺮ اﻓﺮاد اﺣﺴﺎس ﮐﻨﻨﺪ ﺗﺪرﯾﺲ اﺳﺘﺎد از ﮐﯿﻔﯿﺖ ﻣﻄﻠﻮﺑﯽ ﺑﺮﺧﻮردار اﺳﺖ و روﯾﻪﻫﺎي ﻣﻮرداﺳﺘﻔﺎده ﺑﺮاي ﺗﺨﺼﯿﺺ ﻧﺘﺎﯾﺞ ﻋﺎدﻻﻧﻪ اﺳﺖ ﺣﺘﯽ اﮔﺮ ﺑﺮاي آنﻫﺎ ﻣﻄﻠﻮب ﻧﺒﺎﺷﺪ، ﻧﺘﺎﯾﺞ را ﻣﯽﭘﺬﯾﺮﻧﺪ و آن را ﻋﺎدﻻﻧﻪﺗﺮ درك ﻣﯽﮐﻨﻨﺪ.

The aim of this study was to identify and weigh the themes and sub- themes of fair classroom assessment. Methods: To achieve this aim, an interpretive phenomenology study was carried out. Semi-structured qualitative interviews were used to collect data. Using criterion sampling, after conducting 29 individual interviews, one group interview and one focus group interview with students who had at least two semesters of experience in the University of Tehran, inductive thematic saturation was obtained. Fuzzy analytical hierarchy process method was used to weigh these themes. Data for this stage were collected by a pairwise comparison questionnaire that included 53 comparisons from a sample of 9 experts in the field of assessment. Results: Students' point of view analysis was performed using the Ricoeur method. Extraction of meaning units led to the identification of 20 sub-themes in 5 main themes of "educational fairness", "procedural fairness", "Nature of assessment", "Interactional fairness", and "fairness in paper and pencil test". The results of fuzzy analytical hierarchy process showed that among the 5 main themes, "educational fairness" with a weight of 0.318 was in the first place, followed by the themes of "procedural fairness", "nature of assessment", "interactional fairness", and "fairness in paper and pencil test" respectively. The final weights of the sub- themes were obtained by multiplying the weight of the main themes by the relative weight of the sub- themes; Accordingly, the sub- theme of "teaching quality" with a weight of 0.22 in the first place and the sub- themes of "informational fairness" and "professionalism in teaching" with weights of 0.11 and 0.09 were in the next positions, respectively. Conclusion: Students' perception of fairness in assessment is a combination of the concepts of measurement theories and organizational justice, and the high weight of the theme of "educational fairness" among the all themes and sub- theme of "teaching quality" of this theme among all sub- themes obtained showed that Violation of educational fairness in the dimension of teaching quality will lead to an unfair perception of assessment. Conversely, if people feel that the teacher's teaching is of good quality and that the procedures used to assign the results are fair, even if it is not desirable for them, they will accept the results and understand them more fairly.