جستجوی مقالات مرتبط با کلیدواژه « ارزشیابی » در نشریات گروه « علوم تربیتی »

The current research was conducted with the aim of identifying and developing a suitable model for evaluating the educational performance of technical and professional colleges based on the data theory of the foundation. This article aims to answer this question, what model can be provided to evaluate the educational performance of technical and vocational colleges? In order to answer it, in this research, with the qualitative method of foundation data, the views of 16 experts working in technical and vocational university colleges were investigated through interviews. The investigations showed five components, time, cost, quality, flexibility adaptability, for performance evaluation, compassionate, competitive approach to education, general technical and professional environment, government laws, popular demands, Islamic values, technical and professional maturity for the field, human capital, financial resources, knowledge-oriented, structure for factors Technical, professional, programmatic, ad hoc, excellent for assessment strategies, promoting community health, promoting public satisfaction for effectiveness, monitoring good flow, monitoring correct implementation for efficiency..

The purpose of this research was to evaluate the experimental science curriculum of eighth grade, which was done by using Eisner's method of educational expertise and criticism. The data of this research was obtained through 12 sessions of physical observation of the school environment and experimental science classrooms and interviews with teachers, managers and students in one of the schools of Isfahan province in the academic year 1400-1401, as well as reference sources such as the experimental science curriculum guide, the national curriculum document and teaching guides for teachers have been compiled and described, interpreted and evaluated.The findings of this research show that the architecture and physical space of the studied school is not attractive enough, also, although the science lesson is important as a main lesson, but for teaching this lesson, more attention is paid to traditional methods and less emphasis is placed on operational and new methods. In addition, the school does not have enough facilities and equipment, including a suitable laboratory for effective science education, so paying attention to modern and new teaching methods, providing the necessary facilities and equipment, and paying attention to the characteristics and individual needs of the learners is an important factor that should be considered. be noted According to the findings, it can be concluded that experimental science classes as an important intellectual capacity that can be developed, require the existence of educational foundations and prerequisites.

Quality is essential for the survival of modern educational institutions and a gateway to the globalization of higher education. In the last few decades, engineering has gone through many changes and certain criteria have been proposed for a standard engineering education. Today, leading engineering education schools have revised their educational programs to enable graduates to enter the national and international engineering job market. This situation calls for prioritizing improvement in educational program quality. One of the most common methods for identifying the quality of education is to pass the accreditation process successfully. In modern “accreditation”, instead of measuring what the university offers, the focus is on “outcomes” or what the graduates have gained. To judge the extent to which students achieve the desired outcomes, two methods of evaluation have been developed: “internal assessment” or “self-assessment” by the educational institution; and “external assessment” by independent accreditation bodies. This article first reviews the status of engineering education accreditation in the world and explains the mechanism of internal and external assessment. Then, measures that have been taken in the last decade to evaluate engineering education in Iran, according to the common criteria in the world, are explained

The purpose of this study was to the engineering Implemented graduate curriculum at Shiraz University based on the sustainable curriculum framework. The research method was descriptive survey design. The statistical population included all engineering graduate students. By using a stratified random sampling method, 400 students were selected. The research tool was the sustainable curriculum scale, which was distributed among the sample students after calculating the validity and reliability. To analyze the data, the T-test method of a sample of SPSS 19 software was used. The results of the research showed that: the logic, objectives, and content of Shiraz University engineering courses implemented curriculum, the general objectives of this curriculum, and its academic content headings, skill headings, and attitude headings, are align with the logic of the curriculum. They are stable and correspondence. However, based on the student’s point of view, the role of the instructors in teaching and learning and the teaching and learning methods used in the implemented curriculum, educational resources and educational assistance, engineering students’ learning activities, course time, educational space for implementing the curriculum, methods, based on the students and the evaluation methods used, are not consistent with the sustainable curriculum elements. According to the results of the research, it can be seen that that sustainable engineering education is a vital component in dealing with climate change and promoting a greener future. With the increasing demand for sustainable infrastructure, renewable energy sources and environmentally friendly technologies, the engineering curriculum of Shiraz University must adapt to these needs.

The present research was carried out with the aim of compiling the Occupation document of general secretaries. According to the nature of the data, the type of design is qualitative and practical in terms of purpose. DACUM method was used to analyze and categorize the data. The participants in the research included 11 people who were selected in a purposeful way and based on the criteria of experience and expertise. To collect information, the study of national and international documents, unstructured and semi-structured interviews, group discussions and researcher-made questionnaires were used, and the data collection process was carried out using the theoretical saturation technique up to the saturation and repetition stage. In order to validate the data, the alignment method was used, and the content validity index (CVI) and the relative validity coefficient (CVR) were used to evaluate the consensus of the experts. Based on the findings of the research, for the profession of general secretaries, three main jobs with the titles of correspondence writer, meeting planner and organizer, administrative support and staff and customer affairs manager and also 25 merit titles were identified. The said document includes career development path, DACUM table, standards of job training and competence, leveling and coding of competences according to ISCO document. It seems that this document corresponds to the real needs of the labor market, professional qualification system and new international approaches of skill training.

The purpose of this research was to evaluate the quality of professional qualifications of multi-grade teachers in Kurdistan province.The approach of this research is a combination of sequential exploratory type. The interviewees in the qualitative phase consisted of 20 professors of educational sciences who were selected purposefully. The statistical population in the quantitative phase included 400 multi-grade teachers of Kurdistan province, from among whom, 100 were selected as the sample of the study. The research tools included semi-structured interviews and researcher-made questionnaires, the content and face validity of the questionnaire were approved by some educational sciences professors. Also, the reliability of the questionnaire was estimated using Cronbach's alpha method of (α = 0.92). The results of the research showed that the quality of the professional qualifications of multi-level teachers in Kurdistan province had a acceptable level in all components except the use of information technology in teaching, the highest quality was related to attention to practical activities in the classroom with an average of 3.58 and the lowest quality was related to the use of information technology in teaching with a value of 1.01.

This qualitative research used Eisner's Educational Connoisseurship and Criticism method to evaluate ninth-grade virtual mathematics education in the form of a case study and studied how to teach geometry in three stages, including description, interpretation, and evaluation. To collect data, a first secondary school was selected using the purposive sampling method. The research data was collected over one month during 20 teacher training observation sessions in the context of the SHAD program, as well as semi-structured interviews with 12 mathematics teachers and 50 ninth-grade students. The results showed that ninth-grade math teachers in virtual education conditions in the SHAD platform reached the book’s goals to some extent, but always with many problems such as low internet speed, SHAD software problems, reduced teaching time, and students’ lack of attention. In addition, teachers faced problems such as not paying attention to intelligent and late-comprehending students during teaching, providing insufficient feedback, and not paying attention to curriculum integration.

The present study aimed to Explaining the indicators of improving the quality of learners' in vocational and technical higher education by employing the employment approach. The research was done with an applied purpose and using an exploratory mixed methods research approach. The statistical population of the qualitative section consisted of curriculum experts, faculty members of technical and vocational universities and employers in Iran, among whom 18 participants were selected via a purposive sampling method. The statistical population of the research in the quantitative part included 571 teachers of Shariati Technical and Vocational University of Tehran in 2019, and 230 of them were selected by stratified sampling method. Research data were collected through the semi-structured interviewing technique and a researcher-made questionnaire. Content validity was used to determine the validity of the interview questions and the questionnaire and Cronbach's alpha coefficient According to the research findings in the qualitative part, in order for the evaluators to be able to evaluate the capabilities of the learners in the most favorable way, it is necessary to perform performance tests, provide periodical feedback, emphasize practical work and group projects, surveys Take appropriate and relevant factors of the internship environment for evaluation, evaluation based on all educational goals, continuous evaluation and evaluation by peer groups. Also, the results in the quantitative section revealed; The explained methods are effective in improving the evaluation quality

In this research, one of the most important elements of the curriculum called evaluation has been studied. Considering the damage that traditional evaluation brings to the teaching-learning process, the role of new models of evaluation is very important according to the lived experiences of teachers. Also, by examining past researches, negative cases in the implementation of descriptive qualitative evaluation were also analyzed in modern evaluation methods. The findings in this research have been collected using descriptive analytical method and using field observation, interview and library study. The research community was all primary school teachers in Najaf Abad city, 17 experienced and creative teachers were purposefully selected and investigated. The use of drawing, story, knowledge tree, keywords, demonstration, etc. were identified as effective in the evaluation, which can be implemented according to the student's capacity and content.

The spread of virtual education and the reduction of costs have increased the fortune of parents, learners and guardians towards the quality of such an educational method. The current research aims to study the acceptance and challenges of e-learning/ e-evaluation among the professors and teacher-training students during Covid-19 pandemic.

Through a qualitative phenomenological study, the participants (19 people) 11 professors and 8 students (class representatives) of Farhangian University of Ilam province, were selected by purposive sampling. Data collection was performed by semi-structured interview method until theoretical saturation was reached. The data were coded and analyzed in an interpretative way. The validity and reliability of the conducted interviews were checked based on Guba and Lincoln’s (1985) criteria.

The analysis of the information obtained from the interviews was categorized into 5 main themes and 30 sub-themes. The five main topics included 1- challenges of technical and infrastructure issues, 2- challenges of teaching and learning methods in cyber space, 3- challenges of interaction and communication, 4- challenges of content and curriculum, and 5- challenges of learning evaluation.Low internet speed, lack of sufficient infrastructure in different regions, lack of providing appropriate feedback, lack of raising conceptual questions during training, in-sufficient attention to practical aspects of training, lack of face-to-face communication, inconsistency of content with training methods used, time-consuming preparation of the content, lack of justice in virtual evaluations, and the difficulty of real evaluation in the virtual space were among the challenges of training and virtual evaluation from the point of view of the interviewees.

According to the results of the research, it is suggested that professors in virtual classes create a warmer and intimate communication space, evaluate and provide timely and continuous feedback, use activities in the form of a process, pose conceptual questions, emphasize research, use the content to solve real problems, use the reverse teaching method and its components, turn the limitations and bottlenecks of the virtual educational method into opportunities.

Do students, consciously or unconsciously, show biased attitudes in their evaluation of the teacher's teaching in next semesters? The purpose of the present panel study was to test the hypothesis that failed students will give a lower evaluation score to their professors in the subsequent semesters.

In order to test this assumption, the data of academic progress and evaluation of students of a specific entry during two consecutive semesters was checked and after conditioning the data according to the design and purpose of the research, a sample of 268 failed students was obtained.

The analyzes showed that, contrary to the initial hypothesis, the average evaluation scores of failed students in the next semester are significantly higher than the previous semester. At the same time, after applying the random effects parameters model and controlling the variance caused by the teacher factor; on the one hand, it was observed that with a decrease of one unit in student's GPA as the main indicator of academic ability and talent, there is a decrease of thirteen percent in the evaluation of the student. On the other hand, with one-unit increase in the score of failed students, there is a significant increase of one percent in their evaluation of professors.

From the sum of these findings, it can be concluded that although there is a relationship between the academic ability and the grade of failed students with their evaluation of their professors, these students’ evaluations is more influenced by impression and understanding of the professor's educational and professional activities in the next semester rather than their poor grade in the previous semester.

Curriculum evaluation is one of the important components in curriculum design and implementation, programs that are properly evaluated will be more successful in achieving their goals. The purpose of the current research is to investigate the current situation of evaluation of elementary school curricula.

This research was conducted with a qualitative approach and a data-based method. The statistical population includes all agents involved in the curriculum of the elementary school, who were selected through purposeful criterion-based sampling. The data were collected through semi-structured interviews with ten teachers, seven heads of educational groups of primary education, six principals of primary schools, and eight professors of Farhangian University in the field of educational sciences - mass curriculum planning. was brought In order to analyze the data, open, axial and selective coding method was used. Lincoln and Cuban criteria were used to ensure validity and reliability.

The results of the research show twenty-one core concepts and nine selected categories, which, in the form of a paradigmatic model, include unbalanced evaluation of curricula as a core category and causal conditions (including axes such as: lack of literacy in the evaluation design of curriculum planners, reductionism in evaluation, weak assessment and evaluation literacy of the implementers and quantification in evaluation), contextual factors (including axes such as; organizational, school and class), strategic factors (including axes such as changing the approach of program evaluation curriculum, core expertise in the implementation of evaluation and networking in the field of curriculum evaluation design (facilitating intervention conditions) including such areas as professional development of teachers, strengthening the critical view of the curriculum and support organizational), restrictive intervening conditions (including axes such as individual, executive and cultural-structural barriers) and strategies and consequences (reduction in the effectiveness and efficiency of the curriculum) of the organization.

According to the results, it can be concluded that the evaluation status of the curricula in the primary period in the three levels of the intended, implemented and acquired curricula is not favorable and the need to pay attention to the improvement of the assessment and evaluation literacy of the teachers and the program. Curriculum is necessary in this field.

The aim of the current research was to investigate transformational strategies for teacher training in Iran. The method of carrying out this research was a mixed exploratory one that qualitatively and quantitatively examined the strategies of entrepreneurship teacher training in Iran. The statistical sample of the qualitative part was 20 managers, professors, and experts in teacher training, educational sciences, and entrepreneurship, who were selected by targeted Judgemental sampling and data related to semi-structured interviews were collected from them; Then, a small part of 149 managers and professors of teacher training and entrepreneurship in Farhangian and Shahid Rajaei universities, Ministry of Cooperation, Labor and Social Welfare and Ministry of Education were selected by random cluster sampling method to collect information related to research questionnaires. To analyze information in the qualitative part, the coding method and MAXQDA software were used, and in the quantitative part, SmartPLS software was used in the form of structural equations. The research tool included a researcher-made questionnaire derived from the codes obtained from the interview. Cronbach's alpha coefficient and the combined reliability of all research variables were above 0.7, which indicated the reliability of the questionnaire. The research findings showed that the components of entrepreneurial teacher training strategies in Iran include; Evaluation (input assessment, formative evaluation, final evaluation), educational method (traditional method, adaptive method, workshop method, social learning) and educational scenarios (long-term courses, short-term course). Cronbach's alpha coefficient was 0.7, composite reliability was 0.7, and AVE was 0.5, so reliability and convergent validity were confirmed. Divergent validity was also confirmed based on the method of Fornell and Larcker and the HTMT criterion. The T values were greater than 1.96, so the research hypotheses were confirmed at the confidence level of 0.95. R2, Q2 and F2 measures were obtained for strong dependent variables. The value of 0.711 for GOF also indicated the appropriate fit of the model. Therefore, entrepreneurship teachers can be the missing link in the entrepreneurship teacher training system to mix management and leadership, rules and regulations, curricula and their delivery methods, human resources of the educational system, interaction with industry and services, etc. Therefore, programs for training and professional empowerment of relevant fields and clarifying duties, monitoring and evaluating its correct performance, as well as continuous improvement of this process should be seriously and practically put on the agenda.