ساخت پرسشنامه میزان شده برای تشخیص ارزشیابی‌کاذب در مدارس ابتدایی

نوع مقاله : علمی- پژوهشی

نویسندگان

1 دانشجوی دکتری سنجش و اندازه‌گیری، دانشگاه تهران، تهران، ایران

2 استادیار، دانشگاه تهران، تهران، ایران

10.22055/edus.2020.35053.3114

چکیده

تحریف نتایج ارزشیابی از مخرب‌ترین آسیب‌هایی است که پویایی و نشاط هر نظامی را با چالش‌های جدی همراه می‌سازد. هدف اصلی این پژوهش ساخت پرسشنامه ارزشیابی کاذب برای مدارس ابتدایی است. بدین‌ منظور مبتنی بر روش پژوهش آمیخته اکتشافی‌ دو مطالعه به انجام رسید که در مطالعه اول از طریق نمونه‌گیری هدفمند از نوع ملاکی، 30 نفر و در مطالعه دوم، از میان معلمان مدارس ابتدایی شهر تهران تعداد 714 نفر از طریق نمونه‌گیری خوشه‌ای سه‌مرحله‌ای انتخاب شدند. داده‌های کیفی با استفاده از راهبرد هفت مرحله‌ای کُلایزی به شناسایی 4 عامل اصلی منجر گردید. در مطالعه دوم، به تدوین ابزار بر مبنای یافته های مطالعه اول و بررسی ویژگی های آن با استفاده از تحلیل عاملی اکتشافی و تاییدی پرداخته شد؛ همچنین از مدل پاسخ مدرج سیم جیما برای بررسی ویژگی گویه ها، گزینه ها و برازندگی داده ها استفاده شد. در نهایت، پس از اعمال اصلاحات و حذف موارد نامناسب ابزار تدوین‌شده، نهایی گردید.

کلیدواژه‌ها


عنوان مقاله [English]

Construction of a Standardized Questionnaire to Detect the Pseudo Evaluation in Elementary Schools

نویسندگان [English]

  • Mahdi Ghorbankhani 1
  • Keyvan Salehi 2
  • Ali Moghaddam Zadeh 2
1 Ph.D. Student, University of Tehran, Tehran, Iran.
2 Assistant Professor, University of Tehran, Tehran, Iran.
چکیده [English]

Introduction :
Distorting evaluation results is one of the most devastating damage that it threatens the dynamism of any system. The main purpose of this study is to design a Pseudo Evaluation Questionnaire (PEQ) for elementary schools. Identifying and measuring the factors that lead to Pseudo evaluations in school is very important. We conduct two studies for the structure of the PEQ. In the first study, we demonstrate the possible causes of pseudo evaluation in elementary school. In the second study, we use exploratory and confirmatory factor analysis methodologies to examine the factor structure of the PEQ.
Method :
In order to achieve research goals, we use exploratory mixed method. In the first study, 30 individuals were selected through Purposeful Sampling and in the second study, 714 teachers were selected through cluster sampling from elementary school teachers in Tehran. We also check its reliability and validity in different ways. For reliability, omega, alpha and marginal coefficients were estimated.
Results :
Qualitative data led to the identification of 4 main factors using the Colaizzi method. These main factors are: Teacher professional agency, management and planning, evaluation tools and techniques, interpersonal relationships. In the second study, results of exploratory and confirmatory factor analysis confirmed the structure of Study 1, in addition to providing evidence for the PEQ’s predictability. In the next section Graded Response Model (GRM) used to examine the characteristics of items and data fit. The result of this section was that 2 items were removed due to inappropriateness. After a thorough examination of the items, 35 items remained .
Discussion :
Overall, the results indicate that the PEQ measures the factors of pseudo evaluation which can help to identify possible causes of pseudo evaluation in elementary schools. By identifying these factors, its consequences can be prevented as much as possible.

کلیدواژه‌ها [English]

  • Pseudo Evaluation
  • Test Construction
  • Standardized Questionnaire
  • Pseudo Evaluation Questionnaire (PEQ)
  • Graded Response Model
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