تببین و رتبه‌بندی مضامین و فرامضامینِ رفتارهای نقش آموزشی اساتید دانشگاه از منظر رهیافت ذی‌نفع‌گرا: یک مطالعه ترکیبی

نظر به اهمیت توسعه مفهومیِ ملاک‌های مندرج در کاربرگ‌های ارزشیابی آموزشیِ اعضای هیات علمی دانشگاه، پژوهش حاضر با درک اهمیت این مقوله، بنا دارد تا به منظورِ تدوین چارچوبی زمینه‌مند از بایسته‌های رفتاریِ اعضای هیات علمی دانشگاه به کشف مضامین و فرامضامینِ نقش‌های آموزشی ایشان بپردازد. روش تحقیق در مطالعه حاضر، ترکیبی از روش کیفی و کمی است که در بخش کیفی، پدیدار‌شناسی و میدان پژوهش دانشجویان تحصیلات تکمیلی با حداقل سابقه دو ترم تحصیل در این مقاطع بودند. انتخاب اعضای نمونه در این بخش به روش هدفمند از نوع انتخاب با حداکثر اختلاف بوده است که نهایتاً 98 مشارکت کننده را شامل شده است. در بخش کمی پژوهش نیز، روش پیمایش به کار برده شد. جامعه آماری پژوهش در این بخش دانشجویان دوره‌های تحصیلات تکمیلی در رشته‌های علوم انسانی دانشگاه فردوسی مشهد بودند که به روش نمونه‌گیری غیرتصادفی در دسترس انتخاب شده و تعداد 105 نفر را تشکیل می‌دادند. یافته‌های بخش کیفی تحقیق نشان از آن داشت که فرامضامین رفتارهای نقش آموزشی اساتید دانشگاه شامل خبرگی آموزشی، ارزیابی عادلانه، مربی‌گری، توانمندسازی و پاسخگویی بوده است. همین طور یافته‌های تحلیل آماری به روش آزمون رتبه‌بندی فریدمن نیز نشان از آن داشت که این فرامضامین از منظر دانشجویان تحصیلات تکمیلی دارای رتبه‌بندی یکسانی نیستند به نحوی که توانمندسازی اولویت اول و مربیگری اولویت آخر را در این رتبه‌بندی تشکیل می‌دادند. یافته‌های این پژوهش می‌تواند در بازبینی و بهبود کاربرگ‌های ارزشیابی آموزشی موجود مفید و موثر باشد.

Explaining and ranking the themes and metasyntaxes of university professors’ educational role behaviors

The main purpose of this study was to compare the Angofbased IRT method and the Bookmark method determine standardization of the MSRT language test. For this purpose, one sample of the MSRT test questions (September 1397 test) was randomly selected and the answers to the questions were obtained by 596 subjects from the Ministry of Science. The MSRT test has 100 questions, of which 30 are grammar, 30 are auditory, and 40 are reading comprehension. Two expert panels consisting of 15 TOEFL teaching experts were formed and then standardized using ANGOFbased IRT method, and Bookmark’s standards in three separate sections (grammar, listening, Reading comprehension) were identified in three evaluation stages. The findings of the study showed that the cutoff score obtained by Angof’s method based on the questionanswer theory is 53.66 and the bookmark method is 54.27. Both cut scores were higher than those determined by the Ministry of Science. Also, the findings of the study showed that 73.3% of the participants rejected the traditional and traditional method of the Ministry of Science, which is based on the score of 50, but 26.7% of the participants failed but based on the Angof method. Based on the questionanswer theory, rejection rates are 78.5% and acceptance rates are 23.4%. Finally, according to Bookmark, the decline in statistics is 21.5%. The research findings imply that Ministry of Science language test designers need to be revised to determine the standard score of this test. The main purpose of this study was to compare the Angofbased IRT method and the Bookmark method to determine standardization of the MSRT language test. For this purpose, one sample of the MSRT test questions (September 1397 test) was randomly selected and the answers to the questions were obtained by 596 subjects from the Ministry of Science. The MSRT test has 100 questions, of which 30 are grammar, 30 are auditory, and 40 are reading comprehension. Two expert panels consisting of 15 TOEFL teaching experts were formed and then standardized using ANGOFbased IRT method, and Bookmark’s standards in three separate sections (grammar, listening, Reading comprehension) were identified in three evaluation stages. The findings of the study showed that the cutoff score obtained by Angof’s method based on the questionanswer theory is 53.66 and the bookmark method is 54.27. Both cut scores were higher than those determined by the Ministry of Science. Also, the findings of the study showed that 73.3% of the participants rejected the traditional and traditional method of the Ministry of Science, which is based on the score of 50, but 26.7% of the participants failed but based on the Angof method. Based on the questionanswer theory, rejection rates are 78.5% and acceptance rates are 23.4%. Finally, according to Bookmark, the decline in statistics is 21.5%. The research findings imply that Ministry of Science language test designers need to be revised to determine the standard score of this test. The main purpose of this study was to compare the Angofbased IRT method and the Bookmark method to determine standardization of the MSRT language test. For this purpose, one sample of the MSRT test questions (September 1397 test) was randomly selected and the answers to the questions were obtained by 596 subjects from the Ministry of Science. The MSRT test has 100 questions, of which 30 are grammar, 30 are auditory, and 40 are reading comprehension. Two expert panels consisting of 15 TOEFL teaching experts were formed and then standardized using ANGOFbased IRT method, and Bookmark’s standards in three separate sections (grammar, listening, Reading comprehension) were identified in three evaluation stages. The findings of the study showed that the cutoff score obtained by Angof’s method based on the questionanswer theory is 53.66 and the bookmark method is 54.27. Both cut scores were higher than those determined by the Ministry of Science. Also, the findings of the study showed that 73.3% of the participants rejected the traditional and traditional method of the Ministry of Science, which is based on the score of 50, but 26.7% of the participants failed but based on the Angof method. Based on the questionanswer theory, rejection rates are 78.5% and acceptance rates are 23.4%. Finally, according to Bookmark, the decline in statistics is 21.5%. The research findings imply that Ministry of Science language test designers need to be revised toThe main purpose of this study was to compare the Angofbased IRT method and the Bookmark method to determine standardization of the MSRT language test. For this purpose, one sample of the MSRT test questions (September 1397 test) was randomly selected and the answers to the questions were obtained by 596 subjects from the Ministry of Science. The MSRT test has 100 questions, of which 30 are grammar, 30 are auditory, and 40 are reading comprehension. Two expert panels consisting of 15 TOEFL teaching experts were formed and then standardized using ANGOFbased IRT method, and Bookmark’s standards in three separate sections (grammar, listening, Reading comprehension) were identified in three evaluation stages. The findings of the study showed that the cutoff score obtained by Angof’s method based on the questionanswer theory is 53.66 and the bookmark method is 54.27. Both cut scores were higher than those determined by the Ministry of Science. Also, the findings of the study showed that 73.3% of the participants rejected the traditional and traditional method of the Ministry of Science, which is based on the score of 50, but 26.7% of the participants failed but based on the Angof method. Based on the questionanswer theory, rejection rates are 78.5% and acceptance rates are 23.4%. Finally, according to Bookmark, the decline in statistics is 21.5%. The research findings imply that Ministry of Science language test designers need to be revised to determine the standard score of this test. determine the standard score of this test. The main purpose of this study was to compare the Angofbased IRT method and the Bookmark method to determine standardization of the MSRT language test. For this purpose, one sampl of the MSRT test questions (September 1397 test) was randomly selected and the answers to the questions were obtained by 596 subjects from the Ministry of Science. The MSRT test has 100 questions, of which 30 are grammar, 30 are auditory, and 40 are reading comprehension. Two expert panels consisting of 15 TOEFL teaching experts were formed and then standardized using ANGOFbased IRT method, and Bookmark’s standards in three separate sections (grammar, listening, Reading comprehension) were identified in three evaluation stages. The findings of the study showed that the cutoff score obtained by Angof’s method based on the questionanswer theory is 53.66 and the bookmark method is 54.27