Document Type : scientific-research
Authors
1 M.Sc. educational technology, Faculty of Human Sciences, Bu-Ali Sina University. Hamadan. Iran
2 Department of Education, Sayyed Jamaleddin Asadabadi University, Hamadan, Iran.
Abstract
research was conducted with the aim of investigating the lived experience of professors of formative evaluation during virtual education. This research was done using qualitative approach and phenomenological design. In order to collect data, semi-structured qualitative interview was used. The number of people participating in the research was 10 professors of Bu Ali Sina University, which was achieved by using targeted sampling, after conducting 10 interviews, and audio and visual recording and their content were implemented in textual form. Interview data were analyzed in three stages of open, central and selective coding to classify concepts and categories. In-depth analysis of professors' views led to the identification of factors in three areas. The findings of the research showed that the quality of students' learning was based on the implementation of formative evaluation in the form of meaningful and qualitative learning. Also, two major challenges include weakness in evaluation culture and human resources and weakness in infrastructure and facilities, and strengthening the pedagogical knowledge of professors is the most important strategy to improve the quality of formative evaluation. As a result, paying attention to these factors can lead to the high-quality implementation of formative evaluation in the course of virtual education.
Keywords
Main Subjects
Article Title [Persian]
تجربه زیسته اساتید از ارزشیابی تکوینی در دوران آموزش مجازی
Authors [Persian]
- هانیه چگنی 1
- مرتضی شاه مرادی 2
1 کارشناس ارشد رشته تکنولوژی آموزشی، دانشگاه بوعلی سینا، همدان، ایران.
2 عضو هیات علمی گروه علوم تربیتی، دانشگاه سیدجمال الدین اسدآبادی، همدان، ایران
Abstract [Persian]
پژوهش حاضر با هدف بررسی تجربه‌زیسته اساتید از ارزشیابی تکوینی در دوران آموزش مجازی انجام شده است. این تحقیق با استفاده از رویکرد کیفی و طرح پدیدارشناسانه صورت گرفت. به‌منظور گردآوری داده‌ها از مصاحبه کیفی نیمه ساختاریافته استفاده شد. تعداد افراد مشارکت کنننده در پژوهش 10 نفر از اساتید دانشگاه بوعلی سینا بودند که با استفاده از نمونه‌گیری هدفمند، پس از انجام 10 مصاحبه اشباع داده‌ها حاصل شد، و به صورت دیداری و شنیداری ضبط و محتوای آن‌ها به صورت متنی پیاده‌سازی شد. داده‌های مصاحبه در سه مرحله کدگذاری باز، محوری و گزینشی مورد تحلیل قرار گرفتند. تا مفاهیم و مقوله‌ها طبقه‌بندی گردند. تحلیل عمیق دیدگاه‌های اساتید، موجب شناسایی عوامل در سه حیطه شد. یافته‌های پژوهش نشان داد که کیفیت یادگیری دانشجویان مبتنی بر اجرای ارزشیابی تکوینی به شکل یادگیری معنادار و کیفی بوده است. همچنین دو چالش عمده شامل ضعف در فرهنگ ارزشیابی و نیروی انسانی و ضعف در زیرساخت‌ها و امکانات می‌باشد و تقویت دانش پداگوژیک اساتید مهمترین راهبرد برای بهبود کیفیت ارزشیابی تکوینی است. در نتیجه میتوان گفت توجه به این عوامل می تواند باعث اجرای با کیفیت ارزشیابی تکوینی در دوره آموزش مجازی شود.
Keywords [Persian]
- ارزشیابی تکوینی
- تجربه زیسته
- اساتید
- آموزش مجازی
Refrence
- Abbasi Kani, H., Shams Morkani, G., Saraji, F., Rezaizadeh, M. (2019). Evaluation in e-learning: what, why, how. Development strategies in medical education, (1)8, 80-92. In Persian
- Arin Mehr, A., Birami, N., Nasirfam, A. (1400). Identification of effective components in the successful implementation of virtual education. The 13th National Education Conference. In Persian.
- Begim, I. (2024). Dialogic teaching: empowering formative assessment in the classroom. International Journal of Management and Economics Fundamental, 4(01), 38-42.
- Bigidehabadi, H., Marznojushi, H. (2021). Investigating the use of the Internet and the role of educational technology in the effectiveness of education. Summary of articles of the 13th National Education Conference with an emphasis on virtual education; Opportunities and Threats, Tehran: Shahid Rajaee University. In Persian
- Chan, C. K. Y. (2023). Assessment for experiential learning (p. 379). Taylor & Francis.
- Chegni, Haniyeh. (2019). Assessment and evaluation of students in electronic learning. The first national mobile learning conference, from concept to practice. In Persian.
- Cobeña, G. T. B., García, L. A. P., Pin, S. C. S., & Montes, L. C. Z. (2021). The formative assessment as systematic practice in higher basic education students. International research journal of management, IT and social sciences, 8(2), 132-140.
- Cochran, K., Cohn, C., Hutchins, N., Biswas, G., & Hastings, P. (2022, July). Improving automated evaluation of formative assessments with text data augmentation. In International Conference on Artificial Intelligence in Education (pp. 390-401). Cham: Springer International Publishing.
- Do Quyen, N. T., & Khairani, A. Z. (2017). Reviewing the challenges of implementing formative assessment in Asia: The need for a professional development program. Journal of Social Science Studies, 4(1), 160-177.
- Gikandi, J. W. (2021). Enhancing E-learning through integration of online formative assessment and teaching presence. International Journal of Online Pedagogy and Course Design (IJOPCD), 11(2), 48-61.
- Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351.
- Goodwin, R. L., & Nathaniel, T. I. (2023). Effective feedback strategy for formative assessment in an integrated medical neuroscience course. Medical Science Educator, 33(3), 747-753.
- Hang, P. D. T., Nam, N. H., & Da Nang City, V. N. (2018). Formative assessment in E-learning: Role and experience for implementing information technology trainee teacher training in Vietnam.
- Hatami, Javad. (2019). Assessment and evaluation in electronic learning environments. Collection of articles on challenges of electronic learning in higher education (138-139), Hamadan: Bo Ali Sina University. In Persian.
- Hedayati, F., Rudbaraki Klari, B. (2022). Post-corona education: we cannot return to the world as it was before; Bardhim, New Approach Quarterly in Educational Sciences, (2) 4, 34-39. In Persian.
- Kaya, Z., & Tan, S. (2014). New trends of measurement and assessment in distance education. Turkish Online Journal of Distance Education, 15(1), 206-217.
- Khursheed, S., & Shahid, M. (2023). To Analyze the Impact Of Formative Assessment In Fostering The Students Learning Competencies. Voyage Journal of Educational Studies, 3(1), 184-206.https://doi.org/10.58622/vjes.v3i1.40
- Lin, J. W., & Lai, Y. C. (2013). Online formative assessments with social network awareness. Computers & Education, 66, 40-53. https://doi.org/10.1016/j.compedu.2013.02.008
- Moniri, M., Gramipour, M., Rostgarpour, & H. (2023). Formative evaluation of university virtual classes during the corona epidemic with importance-performance analysis. Research in educational systems, 17(60), 49-61.
- Morrison, G. R., Ross, S. J., Morrison, J. R., & Kalman, H. K. (2019). Designing effective instruction. John Wiley & Sons.
- Nagandla, K., Sulaiha, S., & Nalliah, S. (2018). Online formative assessments: exploring their educational value. Journal of advances in medical education & professionalism, 6(2), 51.
- Noormohammadi, A., Khosravipour, B. (2021). Challenges of e-learning in the era of Corona in higher education. Summary of articles of the 13th National Education Conference with an emphasis on virtual education; Opportunities and Threats (1877-1890), Tehran: Shahid Rajaee University. In Persian.
- Panchal, A. C. (2020). Formative and summative evaluation: Challenges and remedy. International Journal of Research, 8(3), 1-6.
- Peterson, J. L. (2016). Formative Evaluations in Online Classes. Journal of Educators Online, 13(1), n1.
- Rezaei, A., Sayahi, A. (2019). Formative and summative measurement and assessment solutions for students in distance education and electronic learning. A collection of articles on e-learning challenges in higher education (152-161), Hamedan: Bo Ali Sina University. In Persian.
- Tari, F., Shams, G., Rezaizadeh, M. (2016). Identifying and modeling the most important challenges of using e-learning with the interpretive structural modeling approach, training and human resource development. (4) 14, 1-27. In Persian.
- Torani, H. (2019). Post-program in post-corona, the necessity of education today (based on the strategic radar model). Educational Psychology Quarterly, 16(55): 105-117. In Persian.
- Tortajada-Genaro, L. A. (2022). Mini-cases of professional-inspired activities in e-learning platforms: An experience for the formative assessment. Multidisciplinary Journal of Educational Research, 12(1), 38-59.
- Treve, M. (2021). English for Academic Purposes (EAP) Lecturers' perceptions of formative assessment integration in the Thai EAP context. Journal of language and linguistic studies, 17(2), 1096-1113
- Wu,L. (2023). Enhancing Formative Assessment Practices in Chinese Classrooms: Opportunities and Limitations. ecture Notes in Education Psychology and Public Media 17(1):304-312. DOI:10.54254/2753-7048/17/20231266.
- Yunus, P. P., Ramadhan, F., Nurdin, A. E., & Muhaemin, M. (2024). Formative Assessment in Kurikulum Merdeka for Ornamental Drawing Lessons in Secondary School. Asian Journal of Education and Social Studies, 50(7), 239-246. https://doi.org/10.9734/ajess/2024/v50i71459
- Zamani, BA, Parhzi, R, Kaviani ve H. (2015). Elektronik derslerde öğrencilerin akademik performansını değerlendirmenin zorluklarını belirlemek. Eğitim Teknolojisi, 9(2), 105-112. In Persian.
- Zelenska, O., Kondra, O., & Galaidin, A. (2022). Formative Assessment As Effective Classroom Practice. Scientific Journal of Polonia University, 50(1), 151-155.
)