اثربخشي بازخوردهاي اصلاحي كتبي و كلامي معلمان طي ارزشيابي‌هاي تكويني بر ميزان هيجانات تحصيلي دانش‌آموزان پسر

The effect of Corrective Feedback (Written and Verbal) teachers in the Formative Evaluation On the amount of Emotional Excitement (emotions related to learning and emotions related to the lesson) male students

نظام تعليم و تربيت همانند ساير نظام‌ها، داراي اصول و ويژگي‌هاي خاص خود است. از ويژگي‌هاي اساسي و لاينفك آن، ارزشيابي پيشرفت تحصيلي و ارائه بازخوردهاي سودمند مي باشد كه به واسطه آن مي‌توان به تحقق اهداف آموزش و از جمله زبان‌آموزي پرداخت. هدف پژوهش بررسي اثربخشي بازخوردهاي اصلاحي كتبي و كلامي معلمان طي ارزشيابي‌هاي تكويني بر ميزان هيجانات تحصيلي (يادگيري و درسي) دانش‌آموزان پسر پايه هشتم متوسطه شهر خرم‌آباد بود. روش پژوهش نيمه‌تجربي مبتني بر پيش‌آزمون – پس‌آزمون با گروه كنترل بود. تعداد 40 نفر نمونه پژوهش به روش خوشه‌اي چند مرحله‌اي انتخاب و به صورت تصادفي در گروه‌هاي آزمايش و گواه گمارده شدند. جمع‌آوري داده‌ها به وسيله پرسش‌نامه هيجانات تحصيلي پكران و همكاران (2005) انجام شد. داده‌ها با روش تحليل كواريانس تك‌متغيري و چندمتغيري، تحليل شدند. نتايج تحليل كوواريانس مبين تفاوت معني‌دار بين دو گروه بود بنابراين ارائه بازخوردهاي كتبي و كلامي مبتني بر مدل باتلر و وين مي‌تواند اثربخش باشد.

Introduction: The system of education, like other systems, has its own principles and characteristics. One of the essential features of this evaluation is the provision of useful feedback, through which one can identify important educational goals and, among other things, examine the important needs for language learning. The aim of this study was to investigate the effect of feedback corrective (written and verbal) teachers in a formative evaluation On the amount of emotional excitement (emotions related to learning and emotions related to the lesson) male students Khorramabad city was the first grade male students in the eight grade. Research Method: This quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects selected by multistage cluster sampling method and were randomly assigned to experimental groups and control group.The data were collected from Educational Excitement Questionnaire were used. Data were analyzed using univariate and multivariate analysis of covariance. Finding: Covariance analysis showed significant differences between the two groups. Discussion and conclusion: Thus it can be concluded that written and verbal feedback Butler and Wine based model can be effective. If the teachers after the model of formative assessment Butler and Wine to provide feedback to students, they can study the level of emotional excitement to significantly increase.