اﻟﮕﻮي ارزﯾﺎﺑﯽ ﺣﻮزهﻫﺎي ﺑﺮﮔﺰاري آزﻣﻮن ﺳﺮاﺳﺮي

Evaluation Pattern of Test Taking Centers of National Exam

ﻫﺪف: ﻃﺮاﺣﯽ اﻟﮕﻮي ارزﯾﺎﺑﯽ ﺣﻮزهﻫﺎي ﺑﺮﮔﺰاري آزﻣﻮن ﺳﺮاﺳﺮي روش ﭘﮋوﻫﺶ: ﺑﺮ اﺳﺎس ﻫﺪف ﭘﮋوﻫﺶ از ﻧﻮع ﮐﺎرﺑﺮدي و ﺑﺮ اﺳﺎس ﻓﺮآﯾﻨﺪ ﺟﻤﻊآوري داده و اﻃﻼﻋﺎت ﻣﻮرد ﻧﯿﺎز، ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﭘﯿﻤﺎﯾﺸﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ ﭘﮋوﻫﺶ ﺗﻤﺎﻣﯽ ﺣﻮزه ﻫﺎي ﺑﺮﮔﺰاري آزﻣﻮن ﺳﺮاﺳﺮي در ﺳﺎل 1396 ﺑﻪ ﺗﻌﺪاد 478 ﺣﻮزه ﺑﻮد ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪﺑﻨﺪي ﺷﺪه ﺑﺎ ﺗﺨﺼﯿﺺ ﻣﺘﻨﺎﺳﺐ از ﻫﺮ اﺳﺘﺎن ﺳﻌﯽ ﺷﺪ ﻧﻤﻮﻧﻪ ﻣﻨﺎﺳﺐ از زﯾﺮ ﺣﻮزهﻫﺎي ﻫﺮ اﺳﺘﺎن ﺷﺎﻣﻞ آﻣﻮزش و ﭘﺮورش و داﻧﺸﮕﺎهﻫﺎ و ﻣﺆﺳﺴﺎت آﻣﻮزش ﻋﺎﻟﯽ، اﻧﺘﺨﺎب ﺷﻮد. ﺑﺮاي ﺟﻤﻊآوري دادهﻫﺎ از ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ اﺳﺘﻔﺎده ﺷﺪ.ﮐﻪ ﭘﺎﯾﺎﯾﯽ از ﻃﺮﯾﻖ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ 0/84 و رواﯾﯽ آن ﺑﺮاﺳﺎس ﺑﺮرﺳﯽ ﺧﺒﺮﮔﺎن ﺗﺎﯾﯿﺪ ﺷﺪ. ﺑﺮ اﯾﻦ اﺳﺎس ، دادهﻫﺎ از ﻫﺮ ﯾﮏ از زﯾﺮ ﺟﺎﻣﻌﻪﻫﺎ ﺷﺎﻣﻞ دﺳﺖاﻧﺪرﮐﺎران ﺑﺮﮔﺰاري آزﻣﻮن ﺳﺮاﺳﺮي در ﺳﺎل 1396ﻣﺘﺸﮑﻞ از ﻧﻤﺎﯾﻨﺪﮔﺎن ﺗﺎم اﻻﺧﺘﯿﺎر )157 ﻧﻔﺮ(، ﻣﺴﺆﻟﯿﻦ ﺣﻔﺎﻇﺖ آزﻣﻮن )61 ﻧﻔﺮ( ) و دﺳﺘﯿﺎران اﯾﺸﺎن 8 ﻧﻔﺮ( ﺟﻤﻌﺎً 226 ﻧﻔﺮ ﺑﻮد، ﺟﻤﻊ آوري ﮔﺮدﯾﺪ. ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ ﺑﻪ ﺗﻨﺎﺳﺐ ﻣﻮﺿﻮع از روﺷﻬﺎي آﻣﺎري ﺗﻮﺻﯿﻔﯽ و اﺳﺘﻨﺒﺎﻃﯽ اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﯾﺎﻓﺘﻪﻫﺎ: ﺑﺮ اﺳﺎس ﺑﺮرﺳﯽ داﻧﺶ و ﺗﺠﺮﺑﯿﺎت ﻣﻠﯽ اﺑﺘﺪا ﻣﻮﻟﻔﻪﻫﺎي ارزﺷﯿﺎﺑﯽ ﺟﺎﻣﻊ ﺣﻮزهﻫﺎي اﺟﺮاي آزﻣﻮن اﺣﺼﺎء ﺷﺪ. ﺳﭙﺲ وﺿﻌﯿﺖ ﻋﻮاﻣﻞ از دﯾﺪﮔﺎه زﯾﺮﺟﺎﻣﻌﻪﻫﺎي ﭘﮋوﻫﺶ ﺑﺮرﺳﯽ و اﻫﻤﯿﺖ و اوﻟﻮﯾﺖ آﻧﻬﺎ ﻣﺸﺨﺺ ﺷﺪ. در ﻧﻬﺎﯾﺖ ﭼﻬﺎرﭼﻮب ارزﯾﺎﺑﯽ ﺣﻮزهﻫﺎي ﺑﺮﮔﺰاري ﺗﺮﺳﯿﻢ و اراﺋﻪ ﺷﺪه اﺳﺖ. ﻧﺘﯿﺠﻪﮔﯿﺮي: در ﻧﻬﺎﯾﺖ ﺗﻤﺎﻣﯽ ﻓﻌﺎﻟﯿﺖﻫﺎي ﭘﺮاﮐﻨﺪهاي ﮐﻪ ﺑﺮاي ارزﯾﺎﺑﯽ اﺟﺮاي و ﺣﻮزهﻫﺎي اﺟﺮاﯾﯽ اﻧﺠﺎم ﻣﯽﺷﻮد ﻣﻨﺴﺠﻢ و ﺧﺮوﺟﯽ آن در ﻗﺎﻟﺐ ﯾﮏ ﮔﺰارش ﮐﺎر ﺑﺮاي ﻣﺒﻨﺎي ارزﺷﮕﺬاري و اﻋﺘﺒﺎرﺳﻨﺠﯽ ﺣﻮزهﻫﺎي اﺟﺮا و ﻣﺒﻨﺎي ﺑﺮﻧﺎﻣﻪرﯾﺰي و ﺣﻮزهﺳﺎزي در ﺳﺎل ﺑﻌﺪ و در زﻣﯿﻨﻪ اﻧﺘﺨﺎب ﺣﻮزهﻫﺎ ﻗﺮار ﺧﻮاﻫﺪ ﮔﺮﻓﺖ.

Designing the evaluation model for the fields of holding the national exam Methods: Based on the purpose of the research, it was applied and based on the data collection process and the required information, it was a descriptive survey. The research population of all the areas of holding the national exam in 2016 was 478 areas, which was classified by random sampling method with appropriate allocation from each province, a suitable sample was tried from the sub-areas of each province, including education, universities and institutions. Choose higher education. A researcher-made questionnaire was used to collect data. Its reliability was confirmed through Cronbach's alpha of 0.84, and its validity was confirmed based on experts' review. Based on this, the data from each of the sub-communities, including those involved in the organization of the national exam in 2016, consisting of full-time representatives (157 people), those in charge of protecting the exam (61 people) (and their assistants 8 people), totaled 226 people. Was collected. Descriptive and inferential statistical methods have been used to analyze the data according to the topic. Results: Based on the review of national knowledge and experiences, the components of the comprehensive evaluation of the test implementation areas were first calculated. Then, the status of the factors from the perspective of the research sub-communities was investigated and their importance and priority were determined. Finally, the evaluation framework of the holding areas has been drawn and presented. Conclusion: Finally, all the scattered activities that are carried out to evaluate the implementation and implementation areas are coherent and its output is in the form of a work report for the basis of valuation and validation of the implementation areas and the basis for planning and area-building in the next year and It will be placed in the field of choosing areas.