| تعداد نشریات | 25 |
| تعداد شمارهها | 533 |
| تعداد مقالات | 4,160 |
| تعداد مشاهده مقاله | 6,477,580 |
| تعداد دریافت فایل اصل مقاله | 3,207,303 |
شناخت فاکتورهای غیرآکادمیک در نمرهدهی کلاسی: دیدگاه معلمان زبان انگلیسی در مدارس متوسطه ایران | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 7، دوره 14، شماره 4 - شماره پیاپی 45، دی 1404، صفحه 133-148 اصل مقاله (876.63 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2025.16739.4483 | ||
| نویسندگان | ||
| مجید نوروزی* 1؛ ابوالفضل خدامرادی2؛ سمیه کاظمی3 | ||
| 1گروه آموزش زیان انگلیسی، دانشگاه فرهنگیان، صندوق پستی 14665-889، تهران، ایران | ||
| 2گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان، صندوق پستی 14665-889، تهران، ایران | ||
| 3گروه علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران | ||
| چکیده | ||
| پیشینه و اهداف: نمرهدهی بهعنوان شاخصی مهم در سنجش تحصیلی بهطور گسترده توسط معلمان استفاده میشود و نقش حیاتی در تصمیمگیریهای آموزشی دارد. پیامدهای نمرات فراتر از کلاس بوده و با انگیزه تحصیلی و آینده شغلی دانشآموزان پیوند میخورند. با این وجود، نمرات بهعنوان معیاری برای سنجش تحصیلی چندان قابلاتکا نیستند. این پژوهش با هدف بررسی دلایل استفاده گسترده از فاکتورهای غیرآکادمیک در نمرهدهی معلمان و تأثیر این عوامل بر معنا و تفسیر نمرات انجام شد. روش: در این پژوهش کیفی، با اجرای مصاحبههای نیمهساختارمند با 10 معلم زبان انگلیسی مدارس متوسطه، دلایل استفاده گسترده از فاکتورهای غیرآکادمیک در نمرهدهی مورد بررسی قرار گرفت. یافتهها: در جریان مصاحبهها، معلمان به دلایلی چون تلاش برای بهبود یادگیری و انگیزهدهی، فقدان معیارهای مشخص برای نمره دهی، فشار از طرف ذینفعان و نیاز به نمرهدهی چندوجهی برای رعایت انصاف در ارزیابی اشاره کردند. همچنین تحلیل دادهها نشان داد که معلمان تحت تأثیر فشارهای درونی و بیرونی متعددی قرار دارند که اثرات منفی بر معنای نمرات و تصمیمات آموزشی نمرهمحور آنها میگذارند. نتیجهگیری: امید است یافتههای این پژوهش به دانشجومعلمان در درک بهتر عوامل اثرگذار بر نمرهدهی و ایجاد شفافیت در ارزیابی کلاسی کمک نماید و برای برنامهریزی آموزشی در مراکز تربیت معلم همچون دانشگاه فرهنگیان در جهت تبیین فرایند سنجش و ارزیابی کلاسی مثمرثمر باشد. | ||
| کلیدواژهها | ||
| فاکتورهای آکادمیک؛ فاکتورهای غیرآکادمیک؛ سنجش؛ ارزیابی کلاسی؛ نمره دهی کلاسی | ||
| عنوان مقاله [English] | ||
| Unveiling non-academic dimensions of grading: Perspectives from English language teachers in Iranian secondary education | ||
| نویسندگان [English] | ||
| Majid Nowruzi1؛ Abolfazl Khodamoradi2؛ somaye kazemi3 | ||
| 1Department of English Language Teaching, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 2Department of English Language Teaching, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| 3Department of Educational Sciences ،Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objectives: Grading is widely used by teachers as a critical indicator in educational assessment and plays a vital role in educational decision-making. The consequences of grades extend beyond the classroom and are linked to students' academic motivation and future career prospects. Despite their significance in educational decision-making, grades may not be entirely reliable as a measure of academic achievement. Method: This qualitative research involved semi-structured interviews with 10 high school English teachers to investigate the reasons behind the extensive use of non-academic factors in grading. Findings: During the interviews, teachers cited reasons such as efforts to improve learning and motivation, the lack of clear grading criteria, external pressures from stakeholders, and the need for multifaceted grading to maintain fairness in assessment. Additionally, data analysis revealed that teachers are influenced by various internal and external pressures, which negatively impact the meaning of grades and grade-based educational decisions. Conclusion: The findings of this study aim to assist pre-service teachers in better understanding the factors influencing grading and in creating transparency in classroom assessment. Furthermore, they are expected to be beneficial for educational planning in teacher training institutions such as Farhangian University to elucidate the process of classroom assessment and grading. | ||
| کلیدواژهها [English] | ||
| Academic factors, Classroom assessment, Classroom grading, Non-academic factors, evaluation | ||
| مراجع | ||
|
References
Anderson, L. W. (2018). A critique of grading: Policies, practices, and technical matters. Education Policy Analysis Archives, 26(49), 1-31.
Annerstedt, C., & Larsson, S. (2010). ‘I have my own picture of what the demands are ... ’: Grading in Swedish PEH — problems of validity, comparability and fairness. European Physical Education Review, 16(2), 97-115. https://doi.org/10.1177/1356336x10381299
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. A. (2014). Introduction to research in education (9 ed.). Wadsworth, Cengage Learning.
Baidoo-Anu, D., Rasooli, A., DeLuca, C., & Cheng, L. (2023). Conceptions of classroom assessment and approaches to grading: teachers’ and students’ perspectives. Education Inquiry, 14(3), 1-29. https://doi.org/10.1080/20004508.2023.2244136
Bailey, M. T. (2012). The relationship between secondary school teacher perceptions of grading practices and secondary school teacher perceptions of student motivation [Doctoral dissertation, University of Missouri–Saint Louis]. Institutional Repository at UMSL. https://irl.umsl.edu/dissertation/374.
Barnes, N., Fives, H., & Dacey, C. M. (2017). U.S. teachers' conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116.
Bowers, A. J. (2011). What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school. Educational Research and Evaluation, 17(3), 141-159.
Brookhart, S. M. (1991). Grading practices and validity. Educational Measurement: Issues and Practice, 10(1), 35-36. https://doi.org/10.1111/j.1745-3992.1991.tb00182.x
Brookhart, S. M. (1994). Teachers' grading: practice and theory. Applied Measurement in Education, 7(4), 279-301. https://doi.org/10.1207/s15324818ame0704_2
Brookhart, S. M. (2013). The use of teacher judgement for summative assessment in the USA. Assessment in Education: Principles, Policy & Practice, 20(1), 69-90.
Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., & Welsh, M. E. (2016). A century of grading research: Meaning and value in the most common educational measure. Review of Educational Research, 86(4), 803-848. https://doi.org/10.3102/0034654316672069
Carless, D. (2009). Trust, distrust, and their impact on assessment reform. Assessment & Evaluation in Higher Education, 34(1), 79-89. https://doi.org/10.1080/02602930801895786
Chen, P. P., & Bonner, S. M. (2017). Teachers’ beliefs about grading practices and a constructivist approach to teaching. Educational Assessment. 22(1), 18-34
Chen, P. P., & Bonner, S. M. (2020). A framework for classroom assessment, learning, and self-regulation. Assessment in Education: Principles, Policy & Practice, 27(4), 373-393.
Cheng, L., DeLuca, C., Braund, H., Yan, W., & Rasooli, A. (2020). Teachers’ grading decisions and practices across cultures: Exploring the value, consistency, and construction of grades across Canadian and Chinese secondary schools. Studies in Educational Evaluation, 67, 100928. https://doi.org/https://doi.org/10.1016/j.stueduc.2020.100928
Cizek, G. J. (1996). Grades: The final frontier in assessment reform. NASSP Bulletin, 80(584), 103-110. https://doi.org/10.1177/019263659608058416
Creswell, J. W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6 ed.). Pearson.
Dehghan manshadi, M. , ghaderimoghaddam, M. & saki, R. (2022). Investigation and Comparing the Performance of New Bachelor Graduate Teachers and Trainee of Madde 28 of Farhangian University. Educational and Scholastic studies, 11(2), 419-448. [In Persian]. https://pma.cfu.ac.ir/article_2276.html?lang=en
De Luca, C., Braund, H., Valiquette, A., & Cheng, L. (2017). Grading policies and practices in Canada: A landscape study. Canadian Journal of Educational Administration and Policy, 184, 4–22. https://journalhosting.ucalgary.ca/index.php/cjeap/article/view/16331
De Luca, C., Chapman-Chin, A. E. A., LaPointe-McEwan, D., & Klinger, D. A. (2018). Student perspectives on assessment for learning. The Curriculum Journal, 29(1), 77-94.
Duncan, C. R., & Noonan, B. (2007). Factors affecting teachers’ grading and assessment practices. Alberta Journal of Educational Research, 53(1), 1-21.
Fletcher, R. B., Meyer, L. H., Anderson, H., Johnston, P., & Rees, M. (2012). Faculty and students conceptions of assessment in higher education. Higher Education, 64(1), 119-133.
Gordon, M. E., & Fay, C. H. (2010). The effects of grading and teaching practices on students’ perceptions of grading fairness. College Teaching, 58(3), 93-98.
Guskey, T. R. (2015). On your mark. Solution Tree Press.
Guskey, T. R., & Link, L. J. (2019). Exploring the factors teachers consider in determining students’ grades. Assessment in Education: Principles, Policy & Practice, 26(3), 303-320. https://doi.org/10.1080/0969594X.2018.1555515
Hodgson, Y., & Garvey, L. (2020). Conceptions of assessment in students and staff teaching biomedical sciences: A pilot study. Journal of Further and Higher Education, 44(6), 818-828. https://doi.org/10.1080/0309877X.2019.1612045
Manshadi, M. D., Ghaderimoghaddam, M. I., Saki, R. (2022). Investigation and comparing the performance of new bachelor graduate teachers and trainee of madde 28 of Farhangian University. Journal of Educational and Scholastic Studies, 11(2), 419-448. [In Persian] https://dor.isc.ac/dor/20.1001.1.2423494.1401.11.2.16.0
McMillan, J. H. (2001). Secondary teachers' classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20(1), 20-32.
McMillan, J. H. (2003). Understanding and improving teachers' classroom assessment decision making: Implications for theory and practice. Educational Measurement: Issues and Practice, 22(4), 34–43. https://doi.org/10.1111/j.1745-3992.2003.tb00142.x
McMillan, J. H., Myran, S., & Workman, D. (2002). Elementary teachers' classroom assessment and grading practices. The Journal of Educational Research, 95(4), 203-213.
McMillan, J. H., & Nash, S. (2000, April 25–27). Teacher classroom assessment and grading practices decision making [Paper presentation]. Annual Meeting of the National Council on Measurement in Education, New Orleans, LA. https://eric.ed.gov/?id=ED447195
Nowruzi, M. (2021). A study of EFL teachers’ classroom grading practices in secondary schools and private institutes: A mixed methods approach. Language Testing in Asia, 11(29), 1-22. https://doi.org/10.1186/s40468-021-00145-2
Nowruzi, M., & Amerian, M. (2020). Exploring the factors Iranian EFL institute teachers consider in grading using personal construct theory. Journal of Teaching Language Skills, 38(4), 123-164. https://doi.org/10.22099/jtls.2020.36293.2780
Olsen, B., & Buchanan, R. (2019). An Investigation of teachers encouraged to reform grading practices in secondary schools. American Educational Research Journal, 56(5), 2004-2039.
Pattison, E., Grodsky, E., & Muller, C. (2013). Is the sky falling? Grade inflation and the signaling power of grades. Educational Researcher, 42(5), 259-265.
Randalll, J., & Engelhard, G. (2009). Differences between teachers' grading practices in elementary and middle schools. The Journal of Educational Research, 102(3), 175-186. https://doi.org/10.3200/joer.102.3.175-186
Randalll, J., & Engelhard, G. (2010). Examining the grading practices of teachers. Teaching and Teacher Education, 26(7), 1372-1380. https://doi.org/10.1016/j.tate.2010.03.008
Rasooli, A., DeLuca, C., & Cheng, L. (2023). Beginning teacher candidates’ approaches to grading and assessment conceptions—implications for teacher education in assessment. Educational Research for Policy and Practice, 22(1), 63-90.
Reeves, D. (2011). Elements of grading: A guide to effective practice. Solution Tree Press. https://books.google.com/books?id=pW4XBwAAQBAJ
Riley, T., & Ungerleider, C. (2019). Imputed meaning: An exploration of how teachers interpret grades. Action in Teacher Education, 41(3), 212-228.
Shahvarani Semnani, A., Afshar Kermani, M., Shah Amiri, F. S. (2022). The impact of performance assessment on high levels of learning, motivation, in mathematics lesson and presentation of a practical model (Case study: Tertiary secondary school girls in Bushehr). Journal of Educational and Scholastic Studies, 11(1), 121-143. [In Persian]
Stiggins, R. J. (2001). The unfulfilled promise of classroom assessment. Educational Measurement: Issues and Practice, 20(3), 5-15.
Sun, Y., & Cheng, L. (2013). Teachers’ grading practices: Meaning and values assigned. Assessment in Education: Principles, Policy & Practice, 21(3), 326-343.
Svennberg, L., Meckbach, J., & Redelius, K. (2014). Exploring PE teachers’ ‘gut feelings’. European Physical Education Review, 20(2), 199-214.
Tierney, R. D., Simon, M., & Charland, J. (2011). Being fair: Teachers’ interpretations of principles for standards-based grading. The Educational Forum, 75(3), 210-227.
Unal, A., & Unal, Z. (2019). An examination of K-12 teachers’ assessment beliefs and practices in relation to years of teaching experience. Georgia Educational Researcher, 16(1), 4-21.
Yesbeck, D. M. (2011). Grading practices: Teachers' considerations of academic and non-academic factors [Doctoral dissertation, Virginia Commonwealth University]. VCU Scholars Compass. https://doi.org/10.25772/E0YB-HZ41
| ||
|
آمار تعداد مشاهده مقاله: 432 تعداد دریافت فایل اصل مقاله: 12 |
||