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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 | ||
| تاریخ دریافت: 07 شهریور 1400، تاریخ بازنگری: 02 شهریور 1402، تاریخ پذیرش: 21 فروردین 1401 | ||
| 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 | ||
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