پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 499 |
| تعداد مقالات | 3,879 |
| تعداد مشاهده مقاله | 5,877,573 |
| تعداد دریافت فایل اصل مقاله | 2,795,808 |
ارزیابی کارآمدی یک برنامۀ ارزشیابی تکوینی سه‌بخشی برای ارتقای عملکرد ریاضی دانش‌آموزان دبیرستانی | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 12، دوره 12، شماره 2 - شماره پیاپی 35، شهریور 1402، صفحه 296-275 اصل مقاله (1.72 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2023.3058 | ||
| نویسنده | ||
| محمد نکوفر | ||
| گروه ریاضی، واحد اندیمشک، دانشگاه آزاد اسلامی، اندیمشک، ایران | ||
| چکیده | ||
| ارتقای عملکرد ریاضی دانش‌آموزان همواره یکی از دغدغه‌‌‌‌های مهم در تحقیقات آموزش ریاضی بوده است ولی اکثر تحقیقات تنها به ابعاد نظری مسأله پرداخته‌اند؛ و در عمل، کمتر به آن توجه شده است. پژوهش حاضر سعی بر آن دارد که کارآمدی یک برنامة ارزشیابی تکوینی سه‌بخشی مشخص را برای ارتقای عملکرد ریاضی دانش‌آموزان به طور عملی بررسی کند. این برنامه از سه عنصر محوری (هدف‌گزینی، آموزش هدف‌نگر و بازخورد آموزشی عاجل) تشکیل شده است. طرح پژوهشی این مطالعه از نوع نیمه‌تجربی است، بدین منظور دو گروه از معلمان و دانش‌آموزان به طور تصادفی انتخاب شدند. گروه آزمایش شامل 25 معلم ریاضی و 382 دانش‌آموز و گروه کنترل هم از 25 معلم ریاضی و 404 دانش‌آموز تشکیل شده بود. نتایج نشان داد ارزشیابی تکوینی (مستمر) با فراوانی بالا (4 بار در هفته) و ارائة بازخورد آموزشی عاجل و فوری تأثیر چشمگیر و مثبتی بر عملکرد دانش‌آموزان در گروه آزمایش داشتند، به طوری که بر اساس نتایج آماری، ارزشیابی تکوینی که به دفعات زیاد برگزار شود تا 80 درصد باعث پیشرفت دانش‌آموزان می‌شود. همچنین، نتایج نشان داد سنوات خدمت معلمان تفاوت معناداری در ارتقای عملکرد دانش‌آموزان نداشت. | ||
| کلیدواژه‌ها | ||
| ارزشیابی تکوینی؛ آموزش هدف‌نگر؛ بازخورد آموزشی؛ عملکرد ریاضی | ||
| عنوان مقاله [English] | ||
| Evaluation of the Effectiveness of a Tripartite Formative Assessment for Enhancing the High school student's Mathematical Performance | ||
| نویسندگان [English] | ||
| Mohammad Nekoufar | ||
| Department of Mathematics, Andimeshk Branch, Islamic Azad University, Andimesh, Iran | ||
| چکیده [English] | ||
| The Enhancement of students' mathematical performance has always been an important concern in Mathematics education research. However, most of studies deal exclusively with the theoretical dimensions of the issue. Its practical aspects have remained a highly under-researched area. The present study seeks to investigate the effectiveness of a tripartite formative assessment program for enhancing the students' mathematical performance in a practical way. This program consists of three pivotal elements: goal selection, goal-directed instructions, and immediate instructional feedback. The research has a semi-experimental design. To do this, two groups of high school teachers and students were randomly selected. The experiment group consisted of 25 mathematics teachers and 382 students, and the control experiment consisted of 25 mathematics teachers and 404 students. The results showed that the formative assessment with high frequency ( 4 times a week) along with immediate instructional feedback had a significant, positive effect on the students' performance. The statistical findings showed that the formative assessment with high frequency resulted in students' progress up to %80. In addition, the results showed that the teachers' years of experience had no significant difference in the enhancement of students' performance. | ||
| کلیدواژه‌ها [English] | ||
| formative assessment, Goal-directed instruction, Instructional feedback, Mathematical performance | ||
| مراجع | ||
|
Antoniou, P., & James, M. (2014). Exploring formative assessment in primary school classrooms:Developing a framework of actions and strategies. Educational Assessment, Evaluation and Accountability, 26(2), 153–176. Aschford, S. J., & De Stobbeleir, K. E. M. (2013). Feedback, goal setting, and task performance revisited. In E. A. Locke & G. P. Latham (Eds.), New developments in goal setting and task performance (pp. 51–64). New York, NY: Routledge. Ateh, C. M. (2015). Science teachers’ elicitation practices: Insights for formative assessment. Educational Assessment, 20(2), 112–131. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. Conderman, G., & Hedin, L. (2012). Classroom assessments that inform instruction. Kappa Delta Pi Record, 48(4), 162–168. Deluca, C., Coombs, A., MacGregor, S., & Rasooli, A.(2019). Toward a differential and situated view of assessment literacy: Studying teachers' responses to classroom assessment scenarios. Front. Educ. Available online at: https://doi.org/10.3389/feduc.2019.00094 Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53(3), 199–208. Furtak, E. M., Morrison, D., & Kroog, H. (2014). Investigating the link between learning progressions and classroom assessment. Science Education, 98(4), 640–673. Ginsburg, H. P. (2009). The challenge of formative assessment in mathematics education: Children’s minds, teachers’ minds. Human Development, 52(2), 109–128. Good, T. L., Wiley, C. R. H., & Florez, I. R. (2009). Effective teaching: An emerging synthesis. In International Handbook of Research on Teachers and Teaching (pp. 803–816). Heritage, M. (2010). Formative assessment and next-generation assessment systems: Are we losing an opportunity? Washington, DC: Council of Chief State School Officers. Herppich, S., Praetoriusm, A., Forster, N., Glogger-Frey, I., Krast, K., Leutner,D., et al.(2018) Teachers' assessment competence: integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model. Teach, Educ, 76, 181-193. Keuning, T., & Van Geel, M. J. M. (2016). Implementation and effects of a schoolwide data-based decision making intervention: A large-scale study. Doctoral Dissertation, Retrieved from http://dx. Kingston, N., & Nash, B. (2011). Formative assessment: Ameta-analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28–37. Mandinach, E. B. (2012). A perfect time for data use: Using data-driven decision making to inform practice. Educational Psychologist, 47(2), 71–85. Pfister, M., Moser Opitz, E., & Pauli, C. (2015). Scaffolding for mathematics teaching in inclusive primary classrooms: A video study. ZDM Mathematics Education, 47(7), 1079–1092. Ritzema, E. (2015). Professional development in data use: The effects of primary school teacher training on teaching practices and students’ mathematical proficiency. Doctoral Dissertation, Groningen: GION, University of Groningen. Scheerens, J. (2016). Educational effectiveness and ineffectiveness: A critical review of the knowledge base. Dordrecht: Springer. Schneider, M. C., & Gowan, P. (2013). Investigating teachers’ skills in interpreting evidence of student learning. Applied Measurement in Education, 26(3), 191–204. Swan, M. & Jons, P. (2015). In proceeding annual of meeting north American chapter of International Group for The Psychology Mathematics Education. East Lansing, MI Michigan State University Van den Berg, M., Bosker, R. J., & Suhre, C. J. M. (2018). Testing the effectiveness of classroom formative assessment in Dutch primary mathematics education. School Effectiveness and School Improvement, 29(3), 339-361. Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wylie, E. C., & Lyon, C. J. (2015). The fidelity of formative assessment implementation: Issues of breadth and quality. Assessment in Education: Principles, Policy & Practice, 22(1), 140–160. | ||
|
آمار تعداد مشاهده مقاله: 454 تعداد دریافت فایل اصل مقاله: 342 |
||