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

Nowadays, the effect of active teaching method in real education is less questioned, traditional or face-to-face teaching method with issues such as passive learning and neglect of learner participation, ignoring differences and needs of learners, ignoring Problem solving and critical thinking have been criticized and have been associated with important consequences such as academic burnout, decreased motivation, feelings of inefficiency, and so on.

In this article, using a quasi-experimental method, we examined the effectiveness of "WebQuest" as an alternative to the quality evaluation system of primary school. The number of 50 elementary school male students in one of Tehran schools in the first half of the 99th academic year - 98 students were selected as a statistical population. In this study, two main indicators of students' learning and retention in the two groups with a pre-test and two post-tests were examined.

Considering that the difference between the mean of control and experimental groups was calculated using t-test, it was found that training by WebQuest was effective. By analyzing the variance within and outside the group, the results obtained in t-test on the significance and non-significance of the difference between the means of the groups were analyzed. With the results of pre-test and post-test in two groups, it can be said that training with the help of WebQuest has been effective compared to the quality evaluation system.

In this study we examine the effects of experiencing descriptive/qualitative system of evaluation on test anxiety and self-efficacy in the fifth grade students. the required data were gathered using two questionnaires (test anxiety and self-efficacy).Subjects included 140 students in Tehran who belong to traditional(35 female, 35 male) and new descriptive(35 female, 35 male) systems. Each of these two groups during the four past years covered by the mentioned evaluation systems. Two-way ANOVA was used for comparison means of anxiety and self-efficacy. Findings show that the main effect of evaluation system on anxiety is significant. Anxiety scores in the traditional group is greater than descriptive evaluation group. The main effect on students' self-efficacy and gender were not significant. However, interaction effect of sex and type of evaluation is significant. Self-efficacy is affected by the type of assessment in terms of the gender of the students. Therefore, the gender of the student is related to the type of evaluation and can modify the effects of the evaluation. Girls seem to be more sensitive than the boys to the hints and verbal descriptions of teachers, and they are affected. Implications of these findings were discussed in detail and further research in the future studies were suggested.

During the 82-83 school year the descriptive evaluation system in Iran was implemented in some primary schools with the aim of creating fundamental changes in the existing evaluationsystem, with regard to the modern approaches in teaching- learning processes. This project is being extended to grade 5 in primary schools. This innovation in the field of education inspite of wide acclaim, face challenges.. After reviewing the available resources for research including the studies conducted in provincial education organizations, in order to evaluate these challenges, a questionnaire was prepared by the researcher. After examination of validity and reliability, the research was conducted on 83  primary education trainees in Shahid Hashemi Nejad  and Shahid Beheshti  training centres in Mashhad.  In addition, a semi-structured interview was performed with some teaching assistants at the training center with teaching experience in descriptive evaluation. Data were extracted from the questionnaire using descriptive statistics (frequency, frequency percentage, figures and plots). Finally, challenges were categorised  into five main groups, with inappropriate physical conditions and motivation weaknesses in implementation being the most and the  least frequent motive for participating in this research, respectively. The results were in accordance  with the ones reported previously.

Quality assessment of academic achievement in the educational system could be laying the groundwork for continuous vision of the educational system, and of organizational health monitoring system and excitation system’s dynamism. Qualitative approach with a phenomenological method, attended by 14 participants from among the teachers of Tehran city in winter 1393 and spring 1394, purposive sampling and semi-structured in-depth interviews were conducted. Data analysis was performed based on the 7-step Colaizzis. Depth analysis of narratives was used to identify and classify 10 under the theme and so the 3 main themes were identified. Teachers to the goals, methods of implementation and administration, and generalization of this project, a lot of criticism and grievances they want to be heard. Enforcement mechanisms and providing integrated high-side and tracking and responding to those criticisms and concerns in this regard, the Will help to improve quality evaluation system in primary schools.

The type of educational evaluation can affect anxiety among other variables. That is why the Iranian educational system has recently adopted a new type of evaluation, called qualitative evaluation in contrast to the old quantitative approach. To show the difference of the two approaches in impacting on anxiety, two comparable samples of students being evaluated with the two approaches were tested on anxiety and compared using analysis of variance. The results show that both female and male students being evaluated qualitatively suffer less from anxiety in comparison to their counterparts being evaluated quantitatively.

Considering the Aran and Biddgol elementary schools, this study is conducted with the aim of recognizing the teachers’ awareness about the concept of descriptive- quantitative feedback and, hence, applying that in the classroom. The method of study is of qualitative and phenomenological one. Semi-structural interview, observation, and content analysis were the tools by means of which data were collected. Considering the phenomenological method, Thirty two teachers, for the interview, and ten classrooms, for the observation, were selected. Based on the 100 samples of the teachersʹ writing feedbacks, as the third angle of this triangle, the researchers did content analysis.The findings showed that majority of the intended teachers (66%) were fully aware of the concept of the feedback and a few of them (18%)did not understand this concept perfectly and a limited number of them (16%) had no idea about what and how the concept of feedback was. The findings show that different sorts of feedback had been used by the teachers as: emotional, individual-speaking, group- speaking, and writing feedbacks. The content analysis of writing feedbacks, also, showed that the teachers mainly used the quantitative, descriptive, and encouraging feedbacks.

The purpose of this research is to study the conditions that Facilitate implementation and institutionalization of instructional innovations ( a qualitative and descriptive evaluation). In this study, a qualitative and descriptive evaluation, considered as an example of educational innovation was used. In a correlational research design, 100 primary school teachers from five schools who implemented a descriptive, qualitative evaluation project (including the first to fifth grad) were selected with a multi-stage cluster sampling method. Then participants filled out the condition that facilitate implementation and institutionalization of the qualitative and descriptive evaluation questionnaire with five value Likert from strongly disagree to strongly agree options. The validity of the instrument was confirmed by experts and its reliability was assessed using Cronbach's alpha (α= 0/92). To analyze the data, exploratory factor analysis using oblique rotation, Friedman test and post hoc Wilcoxon test was used by a significant level of p≤ 0/01. Based on the results of factor analysis, 29 items, were identified, in eight factors: dissatisfaction with the current situation (4 items), existing knowledge and information (4 items), availability of resources (4 items), enough time (3 items) rewards and / or encouragements (3 items), participation in decision-making (3 items), Commitment (4 items) and leadership (4). The results showed dissatisfaction with the current situation and existing knowledge and information is the highest priority to facilitate the use and institutionalization of this pedagogical innovation. Other conditions include leadership, commitment, availability of resources, time, participation in decision-making, and rewards and / or encourage are next in order of rank.

The present study investigated the effects of qualitative assessment on creativity and self-concept in third grade primary school students of Bukan city schools. This study was causal - comparative. In this study research population included all students in third grade primary schools of Bukan city selected through stratified sampling method، according to gender classes (60 females and 60 males). Research tools included shiffer’s creativity questionnaire for children and Pyres –Harris’ child self-concept questionnaire. Data analyzed at descriptive (mean، median، standard deviation) and inferential (MANOVA) levels. The results of variance analysis showed that the effects of qualitative assessment on creativity and self-concept (in general) is significant at p< 002. The effect of the qualitative assessment on creativity and self concept was significant at p< 002 and at p< 018 respectively. According to the results of data analysis، the effects of qualitative assessment of knowledge، on creativity and self concept in children was confirmed.

The present study investigate the facilitating role of implementation and institutionalization of instructional innovation elementary education. In this study qualitative and descriptive evaluation is considered an innovation. A sample of 100 elementary schools teachers is chosen through cluster sampling in Tehran. Then, they completed a researcher-made questionnaire to evaluate implementation and institutionalization of qualitative and descriptive evaluation. The questionnaire is both valid and reliable(92/0=α). Exploratory factor analysis shows that 29 factors are present.