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

This study aims to explore the qualitative impact of continuous assessments on the academic self-confidence of high school students in Tehran. A qualitative research design was employed, utilizing semi-structured interviews to gather in-depth insights from 23 high school students in Tehran. Participants were selected using purposive sampling to ensure they had substantial experience with continuous assessments. Data were collected until theoretical saturation was reached, ensuring comprehensive coverage of student experiences. The interviews were transcribed and analyzed using inductive content analysis, with initial codes grouped into axial codes and themes to identify the main findings. The analysis revealed five primary themes: positive impacts of continuous assessments, negative impacts, the role of teachers, the sense of academic success, and challenges associated with continuous assessments. Positive impacts included increased motivation and skill development, while negative impacts encompassed stress and decreased self-confidence. The role of teachers in providing meaningful feedback was crucial in boosting students' confidence. However, challenges such as time constraints and workload were identified as factors that could undermine students' self-efficacy. Continuous assessments can significantly influence students' academic self-confidence, with both positive and negative outcomes. While these assessments can enhance motivation and learning when implemented effectively, they may also lead to stress and reduced confidence if not carefully managed. Teachers play a critical role in mitigating the negative effects by offering constructive feedback and support. This study highlights the need for balanced assessment practices that consider individual student needs and psychological well-being.

This study aimed to measure the level of organizational learning in schools, as an educational organization for preparing students to enter the knowledge job market. The method of the study based on the technique of collecting data and objective of the study was description-survey and applied research respectively. The data was collected by using a questionnaire consisted 61 close-ended questions based on Likert scale. Internal consistency was estimated using Cronbach's alpha. It was showed an acceptable internal consistency with alpha value.78. The study population was the Islamic non-profit high schools located in the second district of Tehran during the academic year of 1392-1393. The sample was recruited by using cluster sampling method. For doing so, at first five schools were selected randomly. Then the questionnaire was distributed to all principals and vice-principals at the selected high schools. Finally, 31 questionnaires were returned to the researchers for data analysis. Friedman test was utilized to determine the level of importance (ranking) the characteristics of a learning organization in the status que. The results showed the following characteristics in order of relative importance: continuous evaluation, the connection with the environment, continuous learning opportunities, information sharing, collaborative decision making, human resource specialists and common vision. Among principals, the common vision and proper understanding of it as well as continuous assessment had the lowest and the highest importance related to characteristics of a learning organization respectively.