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مروری نظام مند بر مطالعات پیاده سازی رویکرد ارزشیابی توصیفی در مدارس ابتدایی ایران: چالشها، فرصتها و راهکارهای اجرایی | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| دوره 5، شماره 1 - شماره پیاپی 8، شهریور 1404، صفحه 146-172 اصل مقاله (1.12 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.19208.1175 | ||
| نویسندگان | ||
| فریدون تقی پور1؛ دیار مظهرپور* 2 | ||
| 1گروه آموزش علوم اجتماعی، دانشگاه فرهنگیان، اردبیل، ایران. | ||
| 2گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان، اردبیل، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: ارزشیابی توصیفی، بهعنوان رویکردی کلیدی در نظام آموزش ابتدایی ایران با تأکید بر سنجش مستمر و جامع، ظرفیت قابل توجهی برای بهبود کیفیت یادگیری و افزایش مشارکت فعال دانشآموزان دارد؛ اما در عمل با چالشهای فراوانی همچون کمبود منابع آموزشی و مشکلات ساختاری مواجه است. این پژوهش با هدف شناسایی، تحلیل و ارائه راهکارهای عملی برای غلبه بر چالشها و بهرهمندی از فرصتهای مرتبط با اجرای ارزشیابی توصیفی انجام شد. روشها: مطالعة حاضر از نوع مرور نظاممند بود. بهاین منظور، 19 مقالة پژوهشی مرتبط که در سالهای 1398 تا 1402 در پایگاههای اطلاعاتی SID و Magiran منتشر شده بودند، مورد بررسی قرار گرفتند. دادهها با استفاده از روش کدگذاری، تحلیل مضمونی و ترکیب یافتهها بر اساس مدل سندلوسکی و باروسو (2007) تحلیل شدند. یافتهها: تحلیل کیفی دادهها نشان داد اگرچه ارزشیابی توصیفی پتانسیل بالایی برای بهبود کیفیت یادگیری و افزایش مشارکت و انگیزة دانشآموزان دارد؛ اما اجرای آن در مدارس ابتدایی ایران با موانع قابل توجهی همراه است. اصلیترین چالشهای شناسایی شده عبارتند از: کمبود منابع آموزشی و پشتیبانی کافی، ضعف در مهارتها و دانش حرفهای معلمان در زمینة اجرای این رویکرد و مشکلات ساختاری در سطح برنامهریزی درسی و سیاستگذاریهای کلان آموزشی. نتیجهگیری: اجرای موفقیتآمیز ارزشیابی توصیفی نیازمند یک رویکرد جامع و هماهنگ با مشارکت فعال تمامی ذینفعان کلیدی شامل معلمان، مدیران، والدین و سیاستگذاران آموزشی است. غلبه بر چالشهای شناسایی شده و استفاده بهینه از فرصتها میتواند نقش بسزایی در ارتقاء کیفیت فرآیند یاددهی-یادگیری و تحقق اهداف آموزشی در مقطع ابتدایی داشته باشد. | ||
| کلیدواژهها | ||
| آموزش ابتدایی؛ ارزشیابی توصیفی؛ ارزیابی کیفی؛ بازخوردهای کیفی؛ پیشرفت تحصیلی | ||
| عنوان مقاله [English] | ||
| A Systematic Review of Studies on the Implementation of the Qualitative-Descriptive Evaluation (QRE) Approach in Primary Schools in Iran: Challenges, Opportunities, and Implementation Strategies | ||
| نویسندگان [English] | ||
| Fereydun Taghipour1؛ Diyar Mazharpour2 | ||
| 1Department of Social Sciences Education, Farhangian University, Ardabil, Iran. | ||
| 2Department of English Language Teaching, Farhangian University, Ardabil, Iran. | ||
| چکیده [English] | ||
| Background and Objectives: Qualitative-descriptive evaluation (QRE) has emerged as a significant approach for assessing academic progress in the Iranian educational system, particularly at the elementary level. It emphasizes a continuous and comprehensive evaluation of the learning process, prioritizing qualitative feedback and ongoing learning enhancement over traditional scores and final tests. Despite its potential, the implementation of QRE in elementary schools faces challenges. This study aimed to investigate the challenges and opportunities associated with the implementation of descriptive evaluation and propose practical strategies for its effective use. Methods: To address the research aim, a content analysis was conducted on 19 selected research articles from the SID and Magiran databases, published between 2019 and 2023. Data analysis involved coding, thematic analysis, and synthesizing the studies, following the model proposed by Sandelowski and Barroso (2007). Findings: The results indicate that descriptive evaluation can improve the quality of learning and enhance student participation and motivation. However, significant obstacles hinder its effective implementation in Iranian elementary schools. These challenges include a lack of resources, insufficient professional skills among teachers, and difficulties in curriculum planning and educational policy-making. Conclusion: Successfully implementing descriptive evaluation requires collaborative interaction and coordination among all key stakeholders, including teachers, administrators, parents, and educational policymakers. Addressing the identified obstacles and leveraging existing opportunities can significantly enhance the quality of learning and education in elementary schools. | ||
| کلیدواژهها [English] | ||
| Academic Achievement, Descriptive Evaluation, Elementary Education, Qualitative Assessment, Qualitative Feedback | ||
| مراجع | ||
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