مرکز منطقه ای اطلاع رساني علوم و فناوري - تبيين ارتباط منطقي شيوه‌هاي ارزشيابي با مباني فلسفه‌ي تربيتي حاكم برنظام آموزش و پرورش ايران‌: نقش ارزشيابي در تحقيق اهداف‌

چكيده لاتين :

Introduction Iranian researchers of educational matters have rarely been cuncerned with the relationship between educational philosophy which has on impact on educational system of Iran and evaluation methods. Nevertheless, the definision and conceptualizatiun of evaluation and its proper methods, an: an important division of "curriculum". In fact, evaluation and it>. methods are affected by philosophical foundations. Su. before studying and researching on the topic of evaluation and its relation witl, "Creativity" ʹThinking styles" and so on, the first step is tu clarify and explain the meaning of education and also, the meaning of student (humanologieaJ foundations). Therefore, the main purpose of this study is to explain the relationship between philosophical foundations of educatiunal system of Iran and current methods of evaluation in this system. Research Question Related to the purpose of this study, itʹs main question is: Is there any logical and harrnonical relationship between educational philosophyʹs impact on Iranian educational system and evaluative methods of studentsʹ learning (examsfʹ 15 Method In order to respond to this question, at first, the quality of relationship between philosophical foundations and evaluative methods of studentsʹ learning must be explained. In other words, the first step is to clarify the philosophical suppositions which are the bases of Iranian educational system. To achieve this two ways can be used. First, starting with philosophical foundations to explain the main suppositions of different educational philosophies; after that, to clarify the meaning of education based on those suppositions. Second is vice versa. that is, at first, to explain the current kinds of exams in Iranian educational system. By recognizing them, we can understand the hidden meaning of evaluation in practice. In other words, current kinds of exams infer implicit meaning of evaluation. Then, based on this step, the hidden meaning of terms such as curriculum. teaching-learning process, methods of teaching, teacher and student will be clarified. At last, based on discovered meaning. hidden philosophical suppositions can be revealed. Results According to current methods of exams which have been used in schools we can deduct that the hidden meaning of evaluation of studentsʹ learning in Iran is "to specify the quantity of stored knowledge of studentsʹ mind in comparison to given standards". This definision, reveals the characteristics of curriculum in Iranian formal educational system. These characteristics include special and previous aims which are the bases or curriculum. Besides, The most important and main component of curriculum in Iran is textbooks. In other words, Iranian schoolsʹ curriculum is textbook oriented. Thus the teaching-learning process in practice is only limited to transfer the knowledge and information from teacher to students. ln other words. learning means to cultivate the memory. Therefore, based on the above hidden concepts, the meaning of education will be summarized to cumulate and store knowledge in mind, that is something which can be measured by objective tests. 16 Conclusion This analytical study shows that Iranian f0I111al educational system in practice tends to behaviourism, In other words, thc basic curriculumʹs elements which impact on Iranian educational system are derived from behabiouristic approach, Nevertheless, the advanced aims of education are derived from Islamic education, If we review the formal educational aims which have been approved hy "Council of fundamental change in educational system", we will understand the clear conflict between aims and education in programs, It is completely clear that, this implicit conflict is directed to great challenges and difficulties for education at all. In fact, in such conditions not only the aims have not been accomplished, but also, methods of evaluation failed. This paradoxical situation can be seen in Iranian formal educational system and its components. Therefore, it seems that in balance with Islamic education and its philosophical foundations, Iranian educational system must substitute the qualitative evaluative methods fur quantitative methods. Because, in accordance with Islamic education, the major aim uf education is internal and qualitative change and spiritual development. So, for evaluating this kind of development, quantitative methods arc not suitable and sufficient.