جايگاه طراحي و تدوين ارزشيابي آموزشي رشته‌هاي مهارت آموزي در بهزيستي آموزشي دانش آموزان با نيازهاي ويژه

The place of designing and compiling educational evaluation of skills courses in the educational well-being of students with special needs

ﻫﺪف ﭘﮋوﻫﺶ »اﺛﺮﺑﺨﺸﯽ ارزﺷﯿﺎﺑﯽﻫﺎي آﻣﻮزﺷﯽ رﺷﺘﻪﻫﺎي ﻣﻬﺎرﺗﯽ دوره دوم ﻣﺘﻮﺳﻄﻪ ﺣﺮﻓﻪاي از دﯾﺪﮔﺎه ﮐﺎرﺷﻨﺎﺳﺎن و ﻣﺘﺨﺼﺼﯿﻦ« و روش ﭘﮋوﻫﺶ از ﻧﻮع آﻣﯿﺨﺘﻪ )ﮐﻤّﯽ-ﮐﯿﻔﯽ( ﻣﯽﺑﺎﺷﺪ. در ﺑﺨﺶ ﮐﻤّﯽ، روش ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﭘﯿﻤﺎﯾﺸﯽ؛ و ﺑﺮاي ﺗﺤﻠﯿﻞ دادهﻫﺎي ﮐﯿﻔﯽ، از روش ﺗﺤﻠﯿﻞ ﻣﻀﻤﻮن اﺳﺘﻔﺎدهﺷﺪه اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري، ﺷﺎﻣﻞ ﮐﺎرﺷﻨﺎﺳﺎن و دﺑﯿﺮان آﻣﻮزشوﭘﺮورش اﺳﺘﺜﻨﺎﯾﯽ اﺳﺘﺎن ﻣﺮﮐﺰي )N=85( ﺑﻮدﻧﺪ ﮐﻪ ﺑﻪ روش ﺗﺼﺎدﻓﯽ ﺳﺎده و ﺑﺎ ﻓﺮﻣﻮل ﮐﻮﮐﺮان، 70 ﻧﻔﺮ ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ ﺑﺮاي ﺑﺨﺶ ﮐﻤّﯽ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺟﻬﺖ ﮔﺮدآوري دادهﻫﺎ در ﺑﺨﺶ ﮐﻤّﯽ، از ﭘﺮﺳﺶﻧﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﺑﺎ ﭘﺎﯾﺎﯾﯽ ﻣﻌﺎدل ﺑﺎ 0/794 اﺳﺘﻔﺎدهﺷﺪه اﺳﺖ. روش ﺗﺤﻠﯿﻞ دادهﻫﺎ در اﯾﻦ ﺑﺨﺶ آﻣﺎر ﺗﻮﺻﯿﻔﯽ )درﺻﺪ ﻓﺮاواﻧﯽ( ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺑﺨﺶ ﮐﯿﻔﯽ ﻣﺸﺘﻤﻞ ﺑﺮ ﮐﺎرﺷﻨﺎﺳﺎن و دﺑﯿﺮان دوره دوم ﻣﺘﻮﺳﻄﻪ ﺣﺮﻓﻪآﻣﻮزي ﺑﻮدﻧﺪ ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از »روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﻫﺪﻓﻤﻨﺪِ ﻣﻼك ﻣﺤﻮر« ﺗﺎ ﺣﺪ اﺷﺒﺎع ﻧﻈﺮي، ﺗﻌﺪاد 17 ﻧﻔﺮ اﻧﺘﺨﺎب و از ﻃﺮﯾﻖ ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ ﻧﺴﺒﺖ ﺑﻪ ﺟﻤﻊآوري اﻃﻼﻋﺎت اﻗﺪام ﺷﺪ. ﻧﺘﯿﺠﻪ ﺣﺎﺻﻠﻪ ﻧﺸﺎن داد ﺳﻨﺠﺶ ورودي اﯾﻦ دوره ﺑﻪ دﻟﯿﻞ ﻋﺪم ﺗﻨﻮع رﺷﺘﻪاي و ﻋﺪم ﺗﻮﺟﻪ ﺑﻪ ﺗﻮاﻧﺎﯾﯽ ﻫﺎي داﻧﺶ آﻣﻮزان درﺳﺖ ﺻﻮرت ﻧﻤﯽﮔﯿﺮد و ﻫﻤﭽﻨﯿﻦ در ارزﺷﯿﺎﺑﯽﻫﺎ ﻓﺎﺻﻠﻪ ﻣﻌﻨﯽداري ﺑﯿﻦ آﻧﭽﻪ در ﮐﻼس درس در ﺣﺎل وﻗﻮع اﺳﺖ ﺑﺎ ﺷﯿﻮه ارزﺷﯿﺎﺑﯽ ﭘﺎﯾﺎﻧﯽ را ﺷﺎﻫﺪ ﻫﺴﺘﯿﻢ و ﻫﻤﯿﻦ اﻣﺮ ﺑﺎﻋﺚ ﻋﺪم ﯾﺎدﮔﯿﺮي ﭘﺎﯾﺪار، رﺷﺪ و ﺗﻘﻮﯾﺖ ﯾﺎدﮔﯿﺮي ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن ﻣﯽﺷﻮد.

The purpose of the research is "the effectiveness of educational evaluations of skills in the second year of vocational high school from the perspective of experts and specialists" and the research method is mixed (quantitative-qualitative). In the quantitative part, a descriptive survey method; an‎d for qualitative data analysis, thematic analysis method has been used. The statistical population included experts and teachers of exceptional education in Markazi province (N = 85) who were selected by simple random method and Cochran's formula, 70 people as a sample for the quantitative section. In order to collect data in the quantitative part, a researcher-made questionnaire with a reliability of 0.794 was used. The data analysis method in this section was descriptive statistics (frequency percentage). The statistical population of the qualitative section consisted of experts and teachers of the second year of vocational high school. Using the "criterion-based purposeful sampling method" to the extent of theoretical saturation, 17 people were selected and data were collected through semi-structured interviews. The result showed that the input of this course is not measured due to lack of discipline and lack of attention to the abilities of students and also in the evaluations we see a significant gap between what is happening in the classroom with the final evaluation method and this causes Lack of sustainable learning promotes and enhances learners' learning.