پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 499 |
| تعداد مقالات | 3,883 |
| تعداد مشاهده مقاله | 5,888,160 |
| تعداد دریافت فایل اصل مقاله | 2,803,273 |
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 | ||
|
References Abedi Jaafari, H., Taslimi, M. S., Faghihi, A., & Sheikhzadeh, M. (2011). Content analysis and theme network: A simple and efficient method for explaining existing patterns in qualitative data. Strategic Management Thought (Management), 5(2), 151-198. https://doi.org/10.30497/smt.2011.163. [In Persian]. Adib Manesh, A. (2020). Phenomenology of elementary teachers' experiences of the full implementation of the descriptive qualitative evaluation plan. Educational Research, 6(38), 60-85. http://dx.doi.org/10.52547/erj.6.38.60 . [In Persian]. Afzal Khani, M., & Tajik, Z. (2021). Pathology of descriptive evaluation towards realizing the teaching and learning process: A qualitative study. Quarterly Journal of Educational Leadership and Management, 14(2), 1-20. https://dorl.net/dor/20.1001.1.27171329.1399.14.2.1.1 . [In Persian]. Anderson, R. (2007). Thematic content analysis (TCA). Descriptive presentation of qualitative data, 4-1. [In Persian] https://rosemarieanderson.com/wp-content/uploads/2014/08/ThematicContentAnalysis.pdf Azimipour, E., Dehghani, M., & Hakimzadeh, R. (2023). Reflection of descriptive evaluation in virtual education from the perspective of teachers, parents, and students. Educational and School Studies, 12(4), 135-186. https://doi.org/10.48310/pma.2023.3448 . [In Persian]. Baba Nasab, A., Kalaei, R., Azizi, M., & Abedini Balatrak, M. (2023). Investigating the strengths and weaknesses of descriptive1 evaluation in virtual education from the perspective of elementary teachers in Mazandaran province. Teaching Research, 11(4), 52-83. https://doi.org/10.22034/trj.2023.62904 . [In Persian]. Beigi, N., Rezazadeh Bahadoran, H., Khosravi Babadi, A., & Poushaneh, K. (2021). Harms of elementary descriptive evaluation from the perspective of curriculum planners in Iran. Theory and Practice in Curriculum, 9(18), 99-130. https://www.jcstpicsa.ir/article 191536.html . [In Persian]. Entehaei Arani, A., Vasefian, F., Hasani, M., & Gholtash, A. (2021). Lived experience of elementary teachers regarding feedback components in descriptive (qualitative) evaluation. Research in Curriculum Planning, 18(42), 78-93. https://doi.org/10.30486/jsre.2021.1927889.1877 . [In Persian]. Entehaei Arani, A., Vasefian, F., Hasani, M., & Gholtash, A. (2021). Lived experiences of elementary teachers regarding the functions of the descriptive evaluation model. Training in Police Sciences, 9(32), 91-111. https://doi.org/10.22034/tps.2021.96933 . [In Persian]. Gooran, S., Salehi, K., & Javadi Pour, M. (2019). A phenomenological approach to teachers' reactions to changes in the elementary academic achievement evaluation system. Research in Curriculum Planning, 16(63), 1-20. https://doi.org/10.30486/jsre.2019.551439 . [In Persian]. Hedges, L. V., & Cooper, H. (2009). Research synthesis as a scientific process. The handbook of research synthesis and meta-analysis, 1(3), 4-7 [In Persian] Makvandi, M. (2021). Investigating teachers' perspectives regarding the implementation problems of the qualitative-descriptive evaluation plan in elementary school and providing solutions to resolve them. Research on Issues in Islamic Education and Training, 51(29), 181-204. https://dor.isc.ac/dor/20.1001.1.22516972.1400.29.51.8.0 . [In Persian]. Malekizadeh, A. A., Khoshbakht, F., & Alborzi, M. (2023). Pathology of qualitative descriptive evaluation in elementary schools: A qualitative study. Curriculum Research, 4(12), 86-114. https://doi.org/10.22054/qric.2023.36380.242 . [In Persian]. Mashinchi, A. A. (2023). Investigating the effect of behavioral psychology on descriptive evaluation and students' academic achievement. Journal of Mashhad University of Medical Sciences School of Medicine, 66(2), 378-392. https://mjms.mums.ac.ir/article 23172.html. [In Persian]. Mohebi Amin, A., & Saberi, R. (2019). Elementary teachers' narrative of implementing descriptive evaluation: A qualitative study. Studies in Measurement and Educational Evaluation, 9(27), 75-102. https://doi.org/10.22034/emes.2019.37152 . [In Persian]. Mortazavi, M., Gooya, Z., Maleki, H., & Gholam Azad, S. (2020). Challenges of implementing descriptive evaluation of mathematics lesson in elementary school in Iran from the perspective of teachers. Biannual Journal of Theory and Practice in Curriculum, 8(15), 193-228. http://cstp.khu.ac.ir/article-1-3137-fa.html . [In Persian]. Mortazavi, M., Maleki, H., Gooya, Z., Gholam Azad, S., & Hasani, M. (2020). The necessity of compiling qualitative rubric criteria for the successful implementation of descriptive evaluation of mathematics lesson in elementary school. Curriculum Studies, 15(57), 5-40. https://dor.isc.ac/dor/20.1001.1.17354986.1399.15.57.1.9. [In Persian]. Nabavizadeh, S. Z., Mashinchi, A. A., Hashemi, S. A., & Mohammad Jani, S. (2021). Identifying effective factors in the successful implementation of descriptive evaluation in the elementary education system of Iran and comparing Iran's descriptive evaluation with selected countries. Sociology of Education, 7(1), 241-253. https://doi.org/10.22034/ijes.2021.532172.1076 . [In Persian]. Najarian, R., Mehdizadeh, A. H., Shafiei, N., Barzegar, N., & Faghih Aram, B. (2024). Pathology of the descriptive evaluation system and providing a suitable model in the elementary education period of Alborz province education. Bimonthly Scientific - Research Journal: A New Approach in Educational Management, 14(6), 190-207. https://doi.org/10.30495/jedu.2024.31147.6243 . [In Persian]. Rajabi, H., Arefi, M., & Khorasani, A. (2023). Pathology of elementary descriptive qualitative evaluation during the COVID-19 crisis. Measurement and Educational Evaluation, 12(40), 6392. https://doi.org/10.22034/emes.2023.555412.2391 . [In Persian]. Sandelowski, M. and Barroso, J. (2007) Handbook for Synthesizing Qualitative Research. Springer Publishing Company, New York [In Persian] Taherpour Kalantari, M., & Mirzamohammadi, M. H. (2022). Investigating methods for monitoring the process of implementing descriptive evaluation in South Khorasan province and providing solutions for its improvement. Applied Educational Leadership, 2(4), 31-44. https://doi.org/10.22098/ael.2022.1559 . [In Persian]. Vafaei Far, G., Ghaderi, M., & Maleki Avaresin, S. (2022). Identification and investigation of the dimensions and process components of qualitative descriptive evaluation in multi-grade elementary classes: A qualitative study. Journal of Educational Development Jundishapur Ahvaz, 13(0), 100-110. https://doi.org/10.22118/edc.2022.366348.2196. [In Persian]. | ||
|
آمار تعداد مشاهده مقاله: 247 تعداد دریافت فایل اصل مقاله: 143 |
||