اهميت و كاربرد ارزشيابي توصفي در فرايند ياددهي-يادگيري

Importance and Application of Descriptive Evaluation in Teaching-Learning Process

«ارزﺷﯿﺎﺑﯽ ﺗﻮﺻﯿﻔﯽ» اﻟﮕﻮي ﺟﺪﯾﺪي اﺳﺖ ﮐﻪ ﺗﻼش ﻣﯽ ﮐﻨﺪ زﻣﯿﻨﻪ اي را ﻓﺮاﻫﻢ ﺳﺎزد ﺗﺎ داﻧﺶ آﻣﻮزان در ﮐﻼس درس ﺑﺎ ﺷﺎداﺑﯽ و ﻧﺸﺎط ﺑﻬﺘﺮ و ﺑﯿﺸﺘﺮ و ﻋﻤﯿﻖ ﺗﺮ ﻣﻄﺎﻟﺐ درﺳﯽ را ﯾﺎد ﺑﮕﯿﺮﻧﺪ؛ ﺑﻨﺎﺑﺮاﯾﻦ، ﺑﻪ ﺟﺎي ﺗﻮﺟﻪ اﻓﺮاﻃﯽ ﺑﻪ آزﻣﻮن ﻫﺎي ﭘﺎﯾﺎﻧﯽ و ﻧﻤﺮه، روﻧﺪ ﯾﺎددﻫﯽ و ﯾﺎدﮔﯿﺮي را در ﻃﻮل ﺳﺎل ﺗﺤﺼﯿﻠﯽ ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﻣﯽ دﻫﺪ و در راﺳﺘﺎي اﯾﻦ ﺗﻮﺟﻪ، رﺷﺪ ﻋﺎﻃﻔﯽ و اﺟﺘﻤﺎﻋﯽ و ﺣﺘﯽ ﺟﺴﻤﺎﻧﯽ داﻧﺶ آﻣﻮز را ﻧﯿﺰ در ﻧﻈﺮ ﻣﯽ ﮔﯿﺮد. اﯾﻦ ﻃﺮح ﺑﺎ ﻫﺪف ﺑﻬﺒﻮد ﮐﯿﻔﯿﺖ ﯾﺎدﮔﯿﺮي و ﯾﺎددﻫﯽ و اﻓﺰاﯾﺶ ﺑﻬﺪاﺷﺖ رواﻧﯽ ﻣﺤﯿﻂ ﯾﺎددﻫﯽ و ﯾﺎدﮔﯿﺮي، ﺗﻐﯿﯿﺮات اﺳﺎﺳﯽ را در ﻧﻈﺎم ارزﺷﯿﺎﺑﯽ ﻓﻌﻠﯽ ﭘﯿﺸﻨﻬﺎد ﮐﺮده اﺳﺖ. از ﺟﻤﻠﻪ ﺗﻐﯿﯿﺮ ﻣﻘﯿﺎس ﻓﺎﺻﻠﻪ اي (0 ﺗﺎ 20) ﺑﻪ ﻣﻘﯿﺎس ﺗﺮﺗﯿﺒﯽ، ﺗﻐﯿﯿﺮ ﺳﺎﺧﺘﺎر ﮐﺎرﻧﺎﻣﻪ و ﺗﺒﺪﯾﻞ آن ﺑﻪ ﮐﺎرﻧﺎﻣﻪ ﺗﻮﺻﯿﻔﯽ ﺗﺤﺖ ﻋﻨﻮان ﮔﺰارش ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ، ﺗﻐﯿﯿﺮ و ﺗﻨﻮع ﺑﺨﺸﯽ ﺑﻪ اﺑﺰارﻫﺎ و روش ﻫﺎي ﺟﻤﻊ آوري اﻃﻼﻋﺎت از وﺿﻌﯿﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮز، ﻣﺎﻧﻨﺪ: ﭘﻮﺷﻪ ﮐﺎر، آزﻣﻮن ﻫﺎي ﻋﻤﻠﮑﺮدي، ﻓﻬﺮﺳﺖ وارﺳﯽ و ﺑﺮگ ﺛﺒﺖ ﻣﺸﺎﻫﺪات، ﺗﻐﯿﯿﺮ در روﯾﮑﺮد ﮐﻠﯽ ارزﺷﯿﺎﺑﯽ از ارزﺷﯿﺎﺑﯽ ﭘﺎﯾﺎﻧﯽ ﺑﻪ ارزﺷﯿﺎﺑﯽ ﺗﮑﻮﯾﻨﯽ ﻓﺮآﯾﻨﺪي ﺗﻐﯿﯿﺮ در ﻣﺮﺟﻊ ﺗﺼﻤﯿﻢ ﮔﯿﺮﻧﺪه در ارﺗﻘﺎي داﻧﺶ آﻣﻮزان. در اﯾﻦ ﻃﺮح، ﺑﻪ ﺟﺎي اﻣﺘﺤﺎﻧﺎت ﭘﺎﯾﺎﻧﯽ، ﻣﻌﻠﻢ و ﺷﻮراي ﻣﺪرسه، ﻣﺮﺟﻊ ﺻﺎﺣﺐ ﺻﻼﺣﯿﺖ ﺗﺼﻤﯿﻢ ﮔﯿﺮي ﺗﻌﯿﯿﻦ و اﻧﺘﺨﺎب ﺷﺪه اﻧﺪ.

The descriptive evaluation is a new pattern trying to provide an area in order that the students can learn the lessons deeper and better with vitality and freshness. So, it considers the process of learning and teaching throughout the academic year, instead of the extreme attention to final tests and scores, and in this regard it considers the emotional, social and physical development of the students. This project has proposed the fundamental changes in the current evaluation system with the aim of improving the quality of learning and teaching, and increasing the mental health of the learning and teaching environment. Some cases are included: changing the interval scale (0-20) on an ordinal scale, changing the structure of the report card into the descriptive report card as the report of the academic achievement, changing the tools and methods to collect data on the educational status of the student such as the folders, performance tests, checklists, observation record sheets, changing in the overall approach of evaluation from final evaluation to formative process evaluation and changing the reference of decision maker on the promotion of students. In this project, instead of the final tests, the teacher and the school council are determined as the qualified decision reference.