با همکاری مشترک دانشگاه پیام نور و انجمن یادگیری الکترونیکی ایران

نوع مقاله : علمی-پژوهشی

نویسندگان

1 استاد، گروه زبان‌شناسی، دانشگاه پیام نور، تهران، ایران

2 دبیر آموزش و پرورش

3 دانشیار گروه علوم تربیتی ،دانشگاه پیام نور،تهران ،ایران

4 استادیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران

10.30473/idej.2024.71106.1194

چکیده

بیماری کووید 19 به ما آموخت که آموزش و ارزشیابی مجازی باید همگام با آموزش حضوری مورد توجه قرار گیرد. لذا در این مقاله تلاش شده است، ابزارها و روش‌های مختلف ارزشیابی مجازی از یادگیری دانشجویان در مواقع شیوع بیماری‌های واگیر، مورد بررسی قرار گیرد. در این پژوهش از روش تحقیق کیفی و برای تحلیل اطلاعات از روش گراندد تئوری استفاده شده است. شرکت‌کنندگان پژوهش با نمونه‌گیری هدفمند از بین اساتید دانشگاه پیام نور استان خراسان رضوی انتخاب شدند و پس از انتخاب 18 نفر به اشباع رسیدند. پس از جمع‌آوری اطلاعات با روش مصاحبه نیمه‌ساختاریافته، نوع و میزان ابزارها با ورود به نرم افزار Max QDA مورد تحلیل قرار گرفت. در مرحله بعد با استفاده از نمونه‌گیری در دسترس و پرسشنامه باز پاسخ از 6 نفر از متخصصان حوزه آموزش مجازی خواسته شد که مزایا، معایب و راهکارهای هر یک از مقوله‌های ارزشیابی را بیان کنند. یافته‌ها حاکی از آنست که ارزشیابی مجازی شامل 2 مقوله اصلی؛ آزمون و غیرآزمون و 11 مقوله فرعی؛ آزمون تکوینی، آزمون تستی، آزمون تشریحی، آزمون تستی منحصر به فرد، آزمون شفاهی، خود ارزیابی، حضور و غیاب، ارائه کلاسی، پژوهش و تحقیق، بازنویسی و ارائه تکلیف است. مقوله فرعی "حضور و غیاب" و "آزمون تستی" و "تحقیق و پژوهش" بیشترین، و مقوله "خود ارزیابی" و "آزمون تستی منحصر بفرد" کمترین میزان استفاده را در بین اساتید داشته است. در کل، مقوله اصلی "غیرآزمون" بیشتر از مقوله اصلی "آزمون" در ارزشیابی‌های اساتید بکار گرفته شده است.

کلیدواژه‌ها

موضوعات

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