Abstract:
هدف: هدف پژوهش، مطالعه ابعاد و مؤلفه های ارزشیابی کیفی توصیفی در کلاس های چند پایه دوره ابتدایی از منظر فرایندی بود.
روش کار: روش پژوهش با رویکرد کیفی و روش تئوری داده بنیاد از نوع نوخاسته بود. مشارکت کنندگان، متخصصان ارزشیابی پیشرفت تحصیلی، متخصصان علوم تربیتی، روانشناسی تربیتی، در کلیه دانشگاههای کشور و همچنین شامل مدیران ستادی وزارت آموزش و پرورش در آموزش ابتدایی (با داشتن حداقل سه اثر در حوزه ارزشیابی، تدریس در کلاسهای چند پایه) بودند. با توجه به ماهیت موضوع جهت نمونه گیری از روش هدفمند و نمونه گیری نظری استفاده شد. برای تحلیل داده ها با توجه به رویکرد نوخاسته مورد استفاده در این پژوهش به ترتیب از کدگذاری باز، محوری (نظری) و انتخابی استفاده شد.
نتایج: یافته ها از منظر فرایندی نشان داد که ارزشیابی کیفی توصیفی باید اعتمادساز، تقویت کننده آرامش و رضایت مندی و عزت نفس دانش آموزان کلاسهای چند پایه را فراهم نماید، به گونه ای که با استفاده از خلیفه و روش مشاهده با تشخیص و اصلاح پاسخ ها منجر به کاهش اضطراب دانش آموزان چندپایه گردد.
نتیجه گیری: تنوع ابزارهای خود سنجی، همسال سنجی و والدین سنجی و کیفی سازی معیارها و تاکید بر یادگیری گروهی با تاکید بر روش حل مساله و مدیریت زمان و تقویت خودراهبری از جمله دیگر مولفه های فرایندی بود.
Purpose: The purpose of the research was to study the dimensions and components of descriptive qualitative evaluation in multi-grade classes of the primary period from a process point of view. Method: The research method was based on qualitative approach and data theory method of the foundation. The participants were academic progress evaluation specialists, educational science specialists, educational psychology specialists, in all universities of the country, and also included the staff managers of the Ministry of Education in primary education (with at least three works in the field of evaluation, teaching in multi-grade classes). Considering the nature of the subject, purposeful and theoretical sampling was used for sampling. According to the new approach used in this research, open, axial (theoretical) and selective coding were used for data analysis. Findings: The findings from a process point of view showed that descriptive qualitative evaluation should provide confidence builder, comfort and satisfaction and self-esteem of students in multi-grade classes, in such a way that by using Khalifa and the method of observation with diagnosis and correction the answers will reduce the anxiety of multi-grade students. Conclusion: The diversity of self-assessment tools, peer assessment and parent assessment and qualitative criteria and emphasis on group learning with emphasis on problem solving method and time management and strengthening self-management were among other process components. Identifying and examining the dimensions and components of the descriptive qualitative evaluation process in multi-grade classes of the elementary school (a qualitative study) Introduction: Trying to universalize education, especially in deprived areas and multi-level classes, is one of the missions of the education system. UNICEF has emphasized this mission and the role of universalizing education by educational systems by holding global education conferences. In the national curriculum document (2013), comprehensiveness is emphasized as a principle in meeting the various needs of students at the local levels and in all areas of education. It has also been said that while emphasizing common features, curriculum and education programs should take into account the differences caused by the living environment (urban, rural, nomadic, cultural and geographical), gender and individual students (talents, abilities, needs and interests). Pay attention and have the necessary flexibility. The aim of the research was to study the dimensions and components of descriptive qualitative evaluation in multi-grade classes of the elementary school from a process point of view. Materials and methods: The research method was based on qualitative approach and data theory method of the foundation. The statistical population in the theoretical part of the Iranian and English research works of the last ten years that were related to descriptive evaluation and in the interview part included experts in the evaluation of educational progress (authors and researchers in the field of educational progress evaluation with at least three significant works in the field of evaluation, teachers of multi-grade classes with bachelor's degrees and above) were specialists in educational sciences, curriculum, educational psychology, in all universities of the country, and also included the staff managers of the Ministry of Education in elementary education. The interview questions were designed in the framework of the Strauss coding paradigm (Filk, 2014, translated by Jalili) and were asked to the interviewees in order. Considering the nature of the subject, purposeful and theoretical sampling was used for sampling. According to the new approach used in this research, open, central (theoretical) and selective coding were used for data analysis. Findings: The findings from a process point of view showed that descriptive qualitative evaluation should provide confidence builder, comfort and satisfaction and self-esteem of students in multi-grade classes, in such a way that by using Khalifa and the method of observation with diagnosis and correction The answers will reduce the anxiety of multi-grade students. The variety of self-assessment tools, peer assessment and parent assessment and qualitative criteria and emphasis on group learning with emphasis on problem solving and time management and strengthening self-management were among other process components. Conclusion: The purpose of the current qualitative research was to study and analyze the dimensions and components of descriptive qualitative evaluation of multi-level elementary school classes from a process point of view. In this regard, the results of the analysis of digital documents and resources and interviews with experts in educational sciences, curriculum and educational evaluation indicated 13 theoretical categories in the field of process. One of the components of the descriptive qualitative evaluation process was the component of building trust, strengthening calmness, satisfaction and self-esteem of students in multi-grade classes. This component is consistent with the results of Azizi and Heydari (2013) and Elham and Ebadi (2014) regarding the effect of descriptive evaluation on strengthening self-esteem in learners during evaluation. The tendency to dwell on weaknesses and mistakes can be very harmful to a student's academic and social life. Therefore, it is the teacher who can help the academic and social progress of students by raising their self-confidence, especially in multi-level classes that need support in terms of economic and cultural deprivation. A higher level of self-confidence can help students not to be anxious and discover and strengthen all their abilities and progress in their studies. If a student is helped to build their confidence and take small steps towards their goals, they will feel successful. This feeling of success makes him progress both in social life and in academic courses. The second component was reducing the anxiety of multi-level students by using Khalifa and the method of observing, recognizing and correcting answers. The teachers of multi-grade classes can get help in implementing the lesson plan from the assistant teacher (Khalifa) and the parents of the students or other members of the local community and even plan for the days when he will not be in the class due to necessity and how to evaluate the academic progress in this field. Prepare The third component was qualitative criteria with qualitative terms and reporting in report card and other feedback. This component is in accordance with the origin of descriptive qualitative evaluation, which is the constructivist approach to learning (Karamalian et al. 2013).
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