ارزيابي دروني و بيروني نظام هاي آموزشي

Internal and External Evaluation of the Educational Systems

ارﺗﻘﺎ ﻧﻈﺎﻣﻬﺎي آﻣﻮزﺷﯽ، ﺑﺪون ارزﯾﺎﺑﯽ آن اﻣﮑﺎن ﭘﺬﯾﺮ ﻧﯿﺴﺖ. ﻋﺎﻣﻞ اﺻﻠﯽ ﺗﻮﺟﻪ ﺑﻪ ارزﯾﺎﺑﯽ را ميتوان در ﺗﺤﻮﻻت و روﻧﺪﻫﺎي ﺟﻬﺎﻧﯽ ﭼﻨﺪ دﻫﻪ اﺧﯿﺮ ﻧﻈﺎمﻫﺎي آﻣﻮزش ﺟﺴﺘﺠﻮ ﮐﺮد. از ﺟﻤﻠﻪ اﯾﻦ روﻧﺪﻫﺎ ﻣﯿﺘﻮان ﺑﻪ ﺟﻬﺎﻧﯽ ﺷﺪن، ﻇﻬﻮر اﻗﺘﺼﺎد ﻣﺒﺘﻨﯽ ﺑﺮ داﻧﺎﯾﯽ، ﻓﻨﺎوريﻫﺎي اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت، ﺗﻐﯿﯿﺮات ﺟﻤﻌﯿﺘﯽ و اﻓﺰاﯾﺶ ﺗﻘﺎﺿﺎ ﺑﺮاي آﻣﻮزش، ﮔﺴـﺘﺮش ﻣﺮدم ﺳﺎﻻري، ﻋﺪم ﺗﻤﺮﮐﺰ ﺗﮑﺜﺮ ﻧﻬﺎدي و ﻧﯿﺰ ﻣﺤﺪودﯾﺖ ﻣﻨﺎﺑﻊ ﻣﺎﻟﯽ اﺷﺎره ﮐﺮد. روﻧﺪﻫﺎي ﻣﺬﮐﻮر از ﯾﮏ ﻃﺮف ﺳﺒﺐ دﮔﺮﮔﻮﻧﯽﻫﺎي ﺳﺎزﻣﺎﻧﯽ ﻧﻈﯿﺮ اﺳـﺘﻘﻼل و ﺧﻮد ﺗﻨﻈﯿﻤﯽ ﻣﺮاﮐﺰ آﻣﻮزش ﺷﺪه و از ﻃﺮف دﯾﮕﺮ ﺗﻘﺎﺿﺎ ﺑﺮاي ﺑﻬﺒﻮد ﮐﯿﻔﯿﺖ و ﭘﺎﺳﺨﮕﻮﯾﯽ اﯾﻦ ﻣﺮاﮐﺰ را اﻓﺰاﯾﺶ داده اﺳﺖ. ﻟﺬا، در ﻃﯽ دو دﻫﻪ ﮔﺬﺷﺘﻪ، ﮐﺸﻮرﻫﺎﯾﯽ ﮐﻪ ﺑﻪ ﮐﺴﺐ ﺗﺠﺮﺑﻪ ﻣﻮﻓﻖ در اﯾﻦ زﻣﯿﻨﻪ ﻧﺎﺋﻞ آﻣﺪه اﻧﺪ، ﺑﻪ اﻧﺠﺎم ارزﯾﺎﺑﯽ ﻣﺴﺘﻤﺮ ﭘﺮداﺧﺘﻪ و از ارزﯾﺎﺑﯽ دروﻧﯽ ﺑﻪ ﻋﻨﻮان روﯾﮑﺮدي زﯾﺮﺑﻨﺎﯾﯽ ﺟﻬﺖ اﺷﺎﻋﻪ ﻓﺮﻫﻨﮓ ارﺗﻘﺎ ﺳﻄﺢ آﻣﻮزش ﺧﻮد اﺳﺘﻔﺎده ﮐﺮده اﻧﺪ. در اﻏﻠﺐ اﯾﻦ ﮐﺸﻮرﻫﺎ اﻧﺠﺎم ارزﯾﺎﺑﯽ دروﻧـﯽ و ﺑﯿﺮوﻧﯽ ﺑﺮاﺳﺎس ﻫﺪﻓﻬﺎي واﺣﺪ ﻫﺎي آﻣﻮزﺷﯽ ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ. در اﯾﺮان ﻧﯿﺰ اﺟﺮاي ﻃـﺮﺣﻬـﺎي ﻣﺮﺑـﻮط ﺑـﻪ ارزﯾـﺎﺑﯽ ﻣﺴـﺘﻤﺮ از دو دﻫﻪ ﭘﯿﺶ آﻏـﺎز ﺷـﺪه، اﻣﺎ در ﺗﺠﺮﺑﻪﻫﺎي ﻫﺪف گذاري ﺑﺮاي ارزﯾﺎﺑﯽ دروﻧﯽ ﮔﺮوﻫﻬـﺎي آﻣﻮزﺷـﯽ، ﻫﻤﻮار ﺑﻪ دﻟﯿﻞ ﮔﺴﺘﺮش ﮐﻤﯽ و ﮐﺜﺮت ﻣﻮﺳﺴﺎت آﻣﻮزﺷﯽ ﻣﺘﻨﻮع و ﺗﻌﺪاد ﻣﺘﻘﺎﺿﯿﺎن و ﮔﺎﻫﺎ وﺟﻮد ﺧﯿﻞ ﻋﻈﯿﻢ داﻧﺶ آﻣﻮﺧﺘﻪ ﺑﯿﮑﺎر ﺑﺪﻟﯿﻞ ﻋﺪم ﺗﻮﺟﻪ ﺑﻪ ﻇﺮﻓﯿﺖ ﻫﺎي ﻣﻮﺟﻮد و ﺗﻮان ﺑﺎﻓﺖ اﻗﺘﺼﺎدي، اﺟﺘﻤﺎﻋﯽ و ﻓﺮﻫﻨﮕﯽ ﺟﺎﻣﻌﻪ ﺑﺎ ﭼﺎﻟﺶ ﻫﺎﯾﯽ ﻣﻮاﺟﻪ ﺑﻮده اﺳﺖ ﮐﻪ ﮐﺎﻫﺶ ﺳﻄﺢ ﮐﯿﻔﯿﺖ ﻧﻈﺎم ﻫﺎي آﻣﻮزﺷﯽ اﯾﺮان را ﺑﺪﻧﺒﺎل داﺷﺘﻪ اﺳﺖ. از اﯾﻦ رو در اﯾﻦ ﻣﻘﺎﻟﻪ ﮐﻪ ﺑﻪ روش ﺗﻮﺻﯿﻔﯽ ﺗﺤﻠﯿﻠﯽ ﺻﻮرت ﮔﺮفته ﻋﻼوه ﺑﺮ ﻣﻌﺮﻓﯽ اﻟﮕﻮﻫﺎي ارزﯾﺎﺑﯽ ﻣﻮرد اﺳﺘﻔﺎده در ﻧﻈﺎم ﻫﺎي آﻣﻮزﺷﯽ، ﺑﻪ ارزﯾﺎﺑﯽ دروﻧﯽ و ﺑﯿﺮوﻧﯽ و ﻧﻘﺸﯽ ﮐﻪ در ﺗﻀﻤﯿﻦ ﮐﯿﻔﯿﺖ آﻣﻮزش دارﻧﺪ ﭘﺮداﺧﺘﻪ ﺷﺪه اﺳﺖ، زﯾﺮا ﮐﻪ ا ﻧﺠﺎم اﯾﻦ ﭘﮋوﻫﺸﻬﺎ و ﭘﮋوﻫﺸﻬﺎي ﻣﺸﺎﺑﻪ، زﻣﯿﻨﻪ را ﺑﺮاي اﺟﺮاي ﮔﺴﺘﺮده ارزﯾﺎﺑﯽ در آﻣﻮزش اﯾﺮان ﻓﺮاﻫﻢ ﺧﻮاﻫﺪ آورد و ﻓﺮﻫﻨﮓ ارزﯾﺎﺑﯽ ﻣﺴﺘﻤﺮ ﺑﻮﯾﮋه ارزﯾﺎﺑﯽ دروﻧﯽ در ﻧﻈﺎم ﻫﺎي آﻣﻮزﺷﯽ اﯾﺮان را ﺗﺮوﯾﺞ ﺧﻮاﻫﺪ داد.

Improving the educational systems is not possible without its evaluation. The main factor of considering to evaluation can be found in some recent decade global developments and trends of the educational systems. Among these trends we can refer to globalization, appearing the economic based on intelligent, information and communication technology, changing in population and increased demands for education, spreading democracy, decentralization and institutional diversity, and also limited financial resources. The above mentioned trends have caused organizational changes such as independence and self-regulatory of education centers in one hand and also have increased demand for improving quality and responsiveness of these centers. Thus, during the past two decades, countries who have obtained successful experiences in this context, to evaluate continuously and the have used internal evaluation as an infrastructure approach to spread culture of enhancing education level. In most countries, internal and external evaluation has been implemented based on the unit educational purposes. The plans related to continuous evaluation have been started from the past two decades in Iran, but it has been countered with some challenges due to quantitative extending and the plurality of diverse educational institutions and the number of applicants and sometimes existing of the vast majority of unemployed educated due to no considering to the existed capacities and the potential of economic, social and cultural structures of community that led to declining the quality level of the educational systems of Iran. Therefore in this research that has been done by descriptive –analytical method, in addition to introduce the evaluation patterns used in the educational systems, it is considered to internal and external evaluation and a role that they have in guarantying the quality of education. Because implementing these researches and similar plans will provide a context to extensive performance evaluation in education system of Iran and promote the culture of continuous evaluation, especially internal evaluation in education system of Iran. Key words: The Educational Systems, Internal and