شناخت فاکتورهای غیرآکادمیک در نمره‌دهی کلاسی: دیدگاه‌ معلمان زبان انگلیسی در مدارس متوسطه ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه آموزش زیان انگلیسی، دانشگاه فرهنگیان، صندوق پستی 14665-889، تهران، ایران

2 گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان، صندوق پستی 14665-889، تهران، ایران

3 گروه علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران

چکیده

پیشینه و اهداف: نمره‌دهی به‌عنوان شاخصی مهم در سنجش تحصیلی به‌طور گسترده توسط معلمان استفاده می‌شود و نقش حیاتی در تصمیم‌گیری‌های آموزشی دارد. پیامدهای نمرات فراتر از کلاس بوده و با انگیزه تحصیلی و آینده شغلی دانش‌آموزان پیوند می‌خورند. با این وجود، نمرات به‌عنوان معیاری برای سنجش تحصیلی چندان قابل‌اتکا نیستند. این پژوهش با هدف بررسی دلایل استفاده گسترده از فاکتورهای غیرآکادمیک در نمره‌دهی معلمان و تأثیر این عوامل بر معنا و تفسیر نمرات انجام شد. روش: در این پژوهش کیفی، با اجرای مصاحبه‌های نیمه‌ساختارمند با 10 معلم زبان انگلیسی مدارس متوسطه، دلایل استفاده گسترده از فاکتورهای غیرآکادمیک در نمره‌دهی مورد بررسی قرار گرفت. یافته‌ها: در جریان مصاحبه‌ها، معلمان به دلایلی چون تلاش برای بهبود یادگیری و انگیزه‌دهی، فقدان معیارهای مشخص برای نمره دهی، فشار از طرف ذینفعان و نیاز به نمره‌دهی چندوجهی برای رعایت انصاف در ارزیابی اشاره کردند. همچنین تحلیل داده‌ها نشان داد که معلمان تحت تأثیر فشارهای درونی و بیرونی متعددی قرار دارند که اثرات منفی بر معنای نمرات و تصمیمات آموزشی نمره‌محور آنها می‌گذارند. نتیجه‌گیری: امید است یافته‌های این پژوهش به دانشجو‌معلمان در درک بهتر عوامل اثرگذار بر نمره‌دهی و ایجاد شفافیت در ارزیابی کلاسی کمک نماید و برای برنامه‌ریزی آموزشی در مراکز تربیت معلم همچون دانشگاه فرهنگیان در جهت تبیین فرایند سنجش و ارزیابی کلاسی مثمر‌ثمر باشد.

کلیدواژه‌ها


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