واكاوي تجربه زيست شده استادان دانشگاه از ارزشيابي بازده هاي يادگيري دانشجويان

Analysis of the Lived Experience of University Professors from Evaluating the Students' Learning Outputs

در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺗﺠﺮﺑﻪ زﯾﺴﺖ ﺷﺪه اﺳﺘﺎدان داﻧﺸﮕﺎه از ارزﺷﯿﺎﺑﯽ ﺑﺎزدهﻫﺎي ﯾﺎدﮔﯿﺮي داﻧﺸﺠﻮﯾﺎن« ﺑﺮرﺳﯽ و واﮐﺎوي ﺷﺪه اﺳﺖ. ﭘﮋوﻫﺶ از ﺣﯿﺚ ﻫﺪف، ﮐﺎرﺑﺮدي و ﻧﺤﻮه اﺟﺮاي آن روش آﻣﯿﺨﺘﻪ )اﮐﺘﺸﺎﻓﯽ( اﺳﺖ. ﻣﯿﺪان ﭘﮋوﻫﺶ در ﻣﺮﺣﻠﮥ ﮐﯿﻔﯽ ﺷﺎﻣﻞ ﻫﻤﻪ اﺳﺘﺎدان رﺷﺘﮥ ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ داﻧﺸﮕﺎهﻫﺎي اﺳﺘﺎن ﺗﻬﺮان اﺳﺖ ﮐﻪ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﮔﻠﻮﻟﻪ ﺑﺮﻓﯽ و ﻣﻘﺎﯾﺴﻪ ﻣﺪاوم دادهﻫﺎ ﺗﺎ رﺳﯿﺪن ﺑﻪ اﺷﺒﺎع ﻧﻈﺮي، ﺑﺎ10ﻧﻔﺮ از آﻧﻬﺎ ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ ﺻﻮرت ﮔﺮﻓﺖ. در ﻣﺮﺣﻠﮥ ﮐﻤﯽ، از ﺑﯿﻦ ﺟﺎﻣﻌﮥ 387 ﻧﻔﺮي اﺳﺘﺎدان ذﮐﺮ ﺷﺪه ﺑﻪوﺳﯿﻠﮥ ﻓﺮﻣﻮل ﮐﻮﮐﺮان،193ﻧﻔﺮ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺳﺎده اﻧﺘﺨﺎب ﺷﺪﻧﺪ. روش ﮔﺮدآوري اﻃﻼﻋﺎت در ﻣﺮﺣﻠﮥ ﮐﯿﻔﯽ، ﻣﻄﺎﻟﻌﺎت ﻣﯿﺪاﻧﯽ، ﮐﺘﺎﺑﺨﺎﻧﻪاي و اﺑﺰار ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ ﺑﻮد و در ﻣﺮﺣﻠﮥ ﮐﻤﯽ از ﭘﺮﺳﺸﻨﺎﻣﻪ )درﺟﻪاي( ﻃﯿﻒ ﭘﻨﺞﮔﺰﯾﻨﻪاي ﻟﯿﮑﺮت اﺳﺘﻔﺎده ﺷﺪ. در ﻣﺮﺣﻠﮥ ﮐﻤﯽ ﺑﺮاي ﺣﺼﻮل اﻋﺘﻤﺎدﭘﺬﯾﺮي دادهﻫﺎ )رواﯾﯽ(، از روشﻫﺎي ﻣﺜﻠﺚﺳﺎزي ﻣﻨﺎﺑﻊ دادهﻫﺎ و ﺑﺎزﺑﯿﻨﯽ ﺗﻮﺳﻂ اﺳﺘﺎداﻧﯽ ﮐﻪ ﺑﺎ آﻧﻬﺎ ﻣﺼﺎﺣﺒﻪ ﺷﺪ و ﻧﯿﺰ ﻧﻈﺮ اﺳﺘﺎدان راﻫﻨﻤﺎ و ﻣﺸﺎور ﺑﻬﺮه ﮔﺮﻓﺘﻪ ﺷﺪ. ﺑﻪﻣﻨﻈﻮر ﺳﻨﺠﺶ ﭘﺎﯾﺎﯾﯽ، از روش آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ اﺳﺘﻔﺎده ﺷﺪ. ﺷﯿﻮة ﭘﮋوﻫﺶ در ﻣﺮﺣﻠﮥ ﮐﯿﻔﯽ روش ﭘﺪﯾﺪارﺷﻨﺎﺳﯽ ﻣﺒﺘﻨﯽ ﺑﺮ اﻟﮕﻮي ﻫﻔﺖ ﻣﺮﺣﻠﻪاي ونﻣﻨﻦ و در ﻣﺮﺣﻠﮥ ﮐﻤﯽ ﺑﺮاي ﺑﺮرﺳﯽ ﻧﺮﻣﺎل ﺑﻮدن دادهﻫﺎ از آزﻣﻮن K-S، اﻋﺘﺒﺎرﯾﺎﺑﯽ اﻟﮕﻮ از روش ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺄﯾﯿﺪي ﻣﺮﺗﺒﻪ اول و دوم در ﭼﺎرﭼﻮب ﻣﺪل ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﻫﻤﭽﻨﯿﻦ از آزﻣﻮن T ﺗﮏﻧﻤﻮﻧﻪ ﺟﻬﺖ ﺳﻨﺠﺶ ﻣﺆﻟﻔﻪﻫﺎي ارزﺷﯿﺎﺑﯽ ﺑﺎزدهﻫﺎي ﯾﺎدﮔﯿﺮي اﺳﺘﻔﺎده ﺷﺪ. ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞﻫﺎي آﻣﺎري ﻧﯿﺰ ﺑﺎ ﻧﺮماﻓﺰارﻫﺎي Spss و Lisrel اﻧﺠﺎم ﮔﺮﻓﺖ. درﻧﻬﺎﯾﺖ 5 ﺳﺎزه، 17ﺑﻌﺪ، 87 ﻣﻘﻮﻟﻪ و320 ﺷﺎﺧﺺ از ارزﺷﯿﺎﺑﯽ ﺑﺎزدهﻫﺎي ﯾﺎدﮔﯿﺮي داﻧﺸﺠﻮﯾﺎن در ﻗﺎﻟﺐ اﻟﮕﻮﯾﯽ اﺳﺘﺨﺮاج ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ ﮐﻪ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ ارزﺷﯿﺎﺑﯽ ﺑﺎزدهﻫﺎي ﯾﺎدﮔﯿﺮي در اﺣﺎﻃﻪ 5 ﺳﺎزه ﻧﺎم ﺑﺮده اﺳﺖ و ﺳﺎزهﻫﺎ، اﺑﻌﺎد، ﻣﻘﻮﻟﻪﻫﺎ و ﺷﺎﺧﺺﻫﺎي ﺑﻪ دﺳﺖ آﻣﺪه ﺑﻪ ﻫﻢ ارﺗﺒﺎط دارﻧﺪ و در ارزﺷﯿﺎﺑﯽ ﺑﺎزدهﻫﺎي ﯾﺎدﮔﯿﺮي ﻫﻤﮥ آﻧﻬﺎ ﺳﻬﯿﻢ ﻫﺴﺘﻨﺪ.

The present study was conducted with the aim of examining the analysis of the lived experience of university professors from evaluating the students' learning outputs.The research was an applied one in goal and an exploratory mixed method in procadure. Professors in the field of educational sciences in Tehran Province universities were selected by snowball sampling, based on the method of theoretical staturation through continuous comparison of data, and finally10 participants were interviewed through a semi-structured interview. In the quantitative stage, out of a total population of 387,193 professors were selected by simple random sampling using Cochran's formula. Data collection instrument in the qualitative part was field studies, libraries and the semi-structured interviwes, and in the quantitative part was the five-scale Likert questionnaire. In order to obtain the validity of the data in the quantitative part, triangulation methods of data sources and review by the interviewed professors, and also the opinion of the supervisors and advisors were used. The reliability was calculated via Cronbach's alpha. The research method in the qualitative stage was phenomenological based on Van Manen's seven-step model, and in the quantitative part, to check the normality of the data and validation of the model, K-S test and confirmatory factor analysis in the framework of structural equation model were used respectively. One sample T-test was used to measure the evaluation components of learning output. Statistical analyzes were performed by Spss & Lisrel software. Finally, 5 structures, 17 dimensions, 87 categories and 320 indicators were extracted from the evaluation of students' learning outputs in the form of a model. The result shows that the evaluation of learning outputs is surrounded by 5 structures and the structures, dimensions, categories and obtained indicators are connected to each other and all of them contribute to the evaluation of learning outputs