طراحي الگوي مفهومي براي سنجش تحصيلي دانشگاه باز و از دور

Designing a Conceptual Model for Academic Assessment in Open and Distance Universities

هدف اين تحقيق، طراحي و اعتباريابي الگوي مفهومي براي آزمون‎هاي دانشگاه باز و از دور است. روش تحقيق از نوع آميخته (كمي و كيفي) است. جامعه تحقيق، اعضاي هيات علمي دانشگاه پيام‌نور ايران در سال تحصيلي 93-1392 بودند. حجم نمونه كمي طبق جدول كرجسي و مورگان، 286 نفر تعيين شد كه به طور تصادفي انتخاب شدند. نمونه كيفي شامل 7 متخصص طراحي سوال بود كه به روش گلوله برفي انتخاب شدند. ابزارهاي تحقيق، پرسش‎نامه محقق‌ساخته با 58 سوال با پايايي 964/0 و مصاحبه نيمه‌ ساختار‌مند بود. عناصر پنج‎گانه فلسفه، اهداف، طراحي، اجرا و ارزيابي نتايج و هم‎چنين شاخص‎هاي سه‎گانه هر عنصر مورد تحليل توصيفي و آزمون t تك گروهي قرارگرفتند. نتايج نشان داد كه عنصر فلسفه از ميانگيني در حد ملاك (9) و ساير عناصر ميانگيني بالاتر از ملاك داشتند و هر 5 عنصر در سطح 99% معني‎دار بودند. شاخص‎هاي چشم‎انداز توسعه، فلسفه آموزش عالي و دانشگاه باز و از دور عنصر فلسفه، ميانگيني در حد ملاك (6/3) و 99% معني‎داري؛ شاخص‎هاي اهداف دانشگاه، اهداف شاخه، رشته و گروه از عنصر اهداف، ميانگيني بالاتر از ملاك و 99% معني‏داري؛ شاخص‏هاي قوانين ارزشيابي و كيفيت آزمون از عنصر طراحي، ميانگيني بالاتر و معني‎داري 99% داشتند؛ اما شاخص استاندارد طراحي سوال ميانگيني در حد ملاك داشت كه معني‎دار نبود. شاخص‎هاي سياست و شيوه اجرا از عنصر اجرا، ميانگيني در حد ملاك و 99% معني‌داري و شاخص شرايط اجرا ميانگيني بالاتر از ملاك و 95% معني‎داري داشت. دو شاخص تصحيح و نمره‎گذاري از عنصر ارزيابي، از ميانگيني در حد ملاك و شاخص تحليل و بازخورد ميانگيني بالاتر از ملاك برخوردار و هر سه شاخص 99% معني‎دار بودند. يافته‎ها نشان دادند كه مي‎توان از اين الگو در طراحي آزمون‎هاي دانشگاه باز و از دور استفاده كرد.

The aim of the study was to design and validate a conceptual model for open and distance universities academic tests. The research adopted a quantitative (descriptive survey) and qualitative approach to conduct the study. The statistical population included all faculty members of Payame Noor University in the academic year 2013-14 in Iran. The sample size was 286 people based on Krejcie and Morgan table who were randomly selected and the qualitative sample comprised 7 experts in test developing who were selected by snowball method. A researcher-made questionnaire with 58 questions with the reliability of 0.964 and semi organized interview served as the research tools. The five factors of philosophy, objective, design, implementation and result analysis along with the triple indices of each element were analyzed through descriptive statistics and one sample t-test. The results showed that the element of philosophy had the average at the criterion level (9), and the other elements had averages higher than the criterion and all 5 elements were meaningful at 99%. Indicators of development prospects, philosophy of higher education and distance and open university had the average at the criterion level (3.6) which were significant at 99%, the indexes of the Universityʹs goals, departments’ course and faculty objectives had average higher than criterion and were significant at 99%, the assessment rules index and test quality in test design had averages above the criterion and were significant at 99%, but the standard index of question developing had the average similar to the criterion which was not significant. The policy and implementation in implementation stage had the average at the criterion which was significant at 99% and the implementation had the average higher than the criterion and was significant at 95%. Two indices of correction and grading in assessment criterion had the average close to the criterion and the averages of analysis and feedback were higher than the criterion and were significant at 99%. The results showed that this model can be used in the design of open and distance university exams.