فصلنامه پژوهش و برنامه ریزی در آموزش عالی
ادراک محیط ارزیابی کلاس و نقش آن در پیشرفت تحصیلی دانشجویان کشاورزی: نقش واسطه‌ای یادگیری خودراهبر
نویسندگان
1 دانش‌آموخته کارشناسی‌ارشد، دانشگاه تربیت مدرس
2 گروه ترویج و آموزش کشاورزی، دانشگاه تربیت مدرس
چکیده
ارزیابی کلاس درس می‌تواند انگیزه و پیشرفت فراگیران را تحت تأثیر قرار دهد. امروزه، حوزه ارزیابی کلاسی با چالشهای مختلفی مواجه است که یکی از راههای مواجهه با این چالشها بهبود ادراک دانشجویان از نظام ارزیابی کلاسی است. هدف این پژوهش بررسی ادراک دانشجویان کشاورزی از محیط ارزیابی کلاسی و ارتباط آن با پیشرفت تحصیلی آنان بود. تحقیق از نوع توصیفی- همبستگی و جامعه آماری شامل دانشجویان کارشناسی ارشد و دکتری کشور به تعداد 87820 نفر بود که با استفاده از جدول کرجسی و مورگان و نمونه‌گیری تصادفی با انتساب متناسب تعداد384 نفر از دانشجویان دانشکده‌‌های کشاورزی منتخب به عنوان نمونه انتخاب شدند. ابزار اصلی جمع‌آوری داده‌ها پرسشنامه محقق ساخته بود که روایی ظاهری و محتوایی آن را پانلی از متخصصان ترویج و آموزش کشاورزی تأیید کردند. برای سنجش پایایی ابزار تحقیق از آزمون آلفای کرونباخ استفاده شد که مقدار آن برای قسمتهای مختلف بین 75/0 تا 82/0 بود. بر اساس نتایج پژوهش، بین ادراک دانشجویان از ساختار ارزیابی کلاسی تبحرمحور و یادگیری خودراهبر رابطه مثبت و معنا‌دار وجود دارد. با توجه به نتایج تحلیل مسیر، ادراک دانشجویان از ساختار ارزیابی کلاسی عملکردمحور بیشترین اثر علّی منفی را بر پیشرفت تحصیلی دارد. پیشنهاد می‌شود مسئولان آموزشی یکی از برنامه‌های اساسی خود را تغییر ساختار ارزیابی کلاسی از شیوه عملکردگرا به سمت تبحرمحوری قرار دهند.
کلیدواژه‌ها
عنوان مقاله [English]
Perceptions of classroom assessment environment and its role in agricultural studentsâ academic achievement: the mediating role of self-directed learning
نویسندگان [English]
- Samira Esfandiyari Bayat 1
- Enayat Abbasi 2
- Hasan Sadighi 2
1 Master Degree Graduate, Tarbiat Modares University
2 School of Agriculture Extension and Education, Tarbiat Modares University
چکیده [English]
Classroom assessment can influence learner's motivation and achievement. Today, the field of classroom assessment faces different challenges. One way of dealing with these challenges is improving students' perceptions of classroom assessment system. The present study aimed to investigate perceptions of classroom assessment environment and its relationship with agricultural students’ academic achievement. The study was a descriptive-correlation survey. Statistical population consisted of all master and doctoral degree students of public universities in Iran (N=87820). Using Krejcie and Morgan’s table and stratified random sampling method 384 students were selected. The main tool for data collection was a researcher made questionnaire. Its face and content validity were confirmed by a panel of agricultural extension and education experts. In order to assess the reliability of the questionnaire Cronbach’s alpha coefficient was calculated for different parts (0.75 - 0.82). According to the results, there were a positive and significant relation between students’ perceptions of learning-oriented assessment environment and self-directed learning. According to the path analysis results, the students’ perceptions of performance-oriented structural assessment had the most causal negative impact on academic achievement. It is recommended that the educational officials adopt one of their crucial programs on changing from performance-oriented evaluation methods to learning-oriented.
کلیدواژه‌ها [English]
- Learning-oriented class structural assessment
- Performance -oriented assessment class
- self-directed learning
- academic achievement
- Agricultural Students
2. Alkharusi, H. (2010). Teachers’ assessment practices and students’ perceptions of the classroom environment. World Journal on Educational Technology, 2(1) 27-40.
3. Alkharusi, H.A. (2007). Effects of teachers’ assessment practices on ninth grade students’ perceptions of classroom assessment environment and achievement goal orientations in Muscat science classrooms in the sultanate of Oman. (Doctoral dissertation), Kent State University.
4. Alkharusi, H.A. (2012). A generalizability approach to the measurement of score reliability of the teacher assessment literacy questionnaire. Journal of Studies in Education, 2(2), 157-164.
5. Bazargan, A. (2001). Educational evaluation: Concepts, patterns, and operational processes. Samt Publication, 22-55, Tehran, Iran (in Persian).
6. Behrouzi, N., Shogabi, M., Mehrabizadeh Honarmand, M., & Maktabi, G.H. (2013). A study of the relationship of self-directed learning with life satisfaction and academic performance of female students. Journal of Education, 3 (1), 155-170 (In Persian).
7. Berhanu, M. (2009). Students' attitudes towards university assessment practice: The case of Della University. (Doctoral dissertation). Addis Ababa University.
8. Brown, G.T., & Hirschfeld, G.H. (2008). Students’ conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice, 15(1), 3-17.
9. Carless, D. (2009). Trust, distrust and their impact on assessment reform. Assessment & Evaluation in Higher Education, 34(1), 79-89.
10. Cheng, S.F., Kuo, C L., Lin, K.C., & Lee-Hsieh, J. (2010). Development and preliminary testing of a self-rating instrument to measure self-directed learning ability of nursing students. International Journal of Nursing Studies, 47(9), 1152-1158.
11. Cleary, M., Freeman, A., & Sharrock, L. (2005). The development, implementation, and evaluation of a clinical leadership program for mental health nurses. Issues in Mental Health Nursing, 26(8), 827-842.
12. Crooks, T.J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481.
13. Fathi Azar, E. (2003). Methods and techniques of teaching. University of Tabriz, Tabriz (in Persian).
14. Fisher, M., & King, J. (2010). The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse Educ. Today, 30(1), 44-48.
15. Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21(7), 516-525.
16. Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational Research, 45(1), 83-93.
17. Gordanshekan, M., Yarmohammadian, M.H., & Ajami, S. (2010). The effect of teaching meta-cognition package on self-directed learning in medical records students of Isfahan University of medical sciences. Iranian Journal of Medical Education, 10 (2), 131-139 (in Persian).
18. Gordanshekan, M., & Yousefi, A. (2010). A review of the development of self-directed learning. Iranian Journal of Medical Education (Special Education Development Letter), 10(5), 776-783 (in Persian).
19. Good, T.L., & Brophy, J.E. (1995). Teacher student relationship. New York: Holt Rinehart & Winston Tarrant.
20. Jafari Sani, H., Mohamadzadeh Ghasr, A., Garavand, H., & Hosseini, S.A. (2013). Learning styles and their correlation with self-directed learning readiness in nursing and midwifery students. Iranian Journal of Medical Education, 12 (11), 842-853 (in Persian).
21. Kareshki, H., Bahmanabadi, S., & Baluchzade, F. (2013). Determining the role of achievement objectives in mediating the relationship between classroom assessment structure and academic achievement: a descriptive study. Iranian Journal of Medical Education, 13 (2), 123-133 (in Persian).
22. Kareshki, H., & Garavand, H. (2013.) Testing factorial structure of self-directed scale and its relationship with academic motivation in university students. Applied Psychological Research Quarterly, 4(4), 59-74 (in Persian).
23. Knowles, M.S. (1975). Self-directed learning. Learning; A guide for learners and teacher. New York: Association Press.
24. Krejcie, R.V., & Morgan, D.W. (1970). Table for determining sample size from a given population. Educational and Psychological Measurement, 30(3), 607-610.
25. Lubbers, M.J., Van Der Werf, M.P., Snijders, T.A., Creemers, B.P., & Kuyper, H. (2006). The impact of peer relations on academic progress in junior high. Journal of School Psychology, 44(6), 491-512.
26. Medical School Objectives Writing Group (1999). Learning objectives for medical student education-guidelines for medical schools: Report I of the medical school objectives project. Academic Medicin, 74(1), 13-8.
27. Mehrmohammadi, M. (2013). An introduction to teaching at university: Towards professorship qualified by teaching scholarship. Tarbiat Modares University Press, Tehran, Iran (in Persian).
28. Mohammadi, F., & Akhavan Tafti, M. (2007). The effect of descriptive evaluation on self-esteem and classroom behaviors of third-elementary students in Tehran. Quarterly Journal of Education, 23 (2), 67-100 (in Persian).
29. Murray, L., & Lawrence, B. (2000). Practioner-based enquiry: Principals for postgraduate research (Social Research and Educational Studies Series). 1st Edition.
30. Nadi, M.A., & Sadjadian, I. (2011).Validation of a self- directed learning readiness scale for medical and dentistry students. Iranian Journal of Medical Education, 11(2), 174-183 (in Persian).
31. Rezaei, A., & Seif, A.K. (2006). Effect of descriptive evaluation on cognitive, emotional and psychomotor characteristics of students. Quarterly Journal of Educational Innovation, 18, 11-41 (in Persian).
32. Rouhani, A., & Maher, F. (2008). The effect of evaluation type (descriptive-traditional) on classroom climate, emotional characteristics and creativity of students. Innovations in Educational Management (New Thoughts in Educational Sciences), 2(4), 55-69 (in Persian).
33. Seif, A.K. (2004). New educational psychology (psychology of learning and education). Agah Publication, Tehran, Iran (in Persian).
34. Williamson, S.N. (2007). Development of a self-rating scale of self-directed learning. Nurse Researcher, 14(2), 66-83.
35. West, R., & Crighton, J. (1999). Examination reform in central and eastern Europe: Issues and trends. Assessment in Education: Principles, Policy & Practice, 6(2), 271-289.
)