تبیین چارچوب مفهومی برنامه‌درسی سنجش‌شده دوره کارشناسی

هدف: پژوهش حاضر با هدف ارائه چارچویی مفهومی برای برنامه‌ سنجش شده بر اساس ادراکات و تجربیات ذینفعان برنامه درسی دوره کارشناسی انجام شد. روش: با رویکرد کیفی پژوهش و روش نمونه‌گیری هدفمند، تجارب و ادراکات 31 نفر (17 عضو هیئت علمی، 12 دانشجوی دوره کارشناسی، 2 کارشناس دفتر برنامه‌ریزی آموزش عالی) از دانشگاه‌های علامه طباطبایی، تهران و خوارزمی، دانشگاه علوم پزشکی ارتش و دفتر برنامهریزی آموزش از طریق مصاحبه نیمه ساختارمند مورد کاوش قرار گرفت. جمع‌آوری و تحلیل داده به صورت مداوم تا رسیدن به اشباع نظری از طریق فرایند مقایسه مداوم تداوم یافت. یافته‌ها: تحلیل داده‌ها با استفاده از کدگذاری باز، محوری و انتخابی منجر به شناسایی دو مقوله اصلی « فرایندهای طراحی سنجش» و «فرایندهای قضاوتی سنجش» و شش مقوله فرعی « تعیین نقشه سنجش»، « انتخاب روش سنجش»، «تعیین افراد شرکت کننده در سنجش»، «زمینه سازی فرهنگی»، «سنجش یادگیری» و «نظارت بر سنجش» گردید. در مجموع، برنامه درسی سنجش شده ماهیتی سیال دارد و به دنبال آنست که از طریق نگاهی تعاملی (برگشت به عقب و نگاه به بافت اجرایی سنجش) زمینه تغییرات مناسب در دانشجویان و بهبود کیفیت یادگیری را بررسی کند.

Exploring a Conceptual Framework for the Undergraduate Assessed Curriculum: A Qualitative Study

Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders. Method: Qualitative research approach was used in this study with samples who were selected purposively for participating in semistructured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.Results: Data analysis using open, axial and selective coding led to the identification of two main categories: assessment design processes and assessment judicial processes and six subcategories including determination of assessment map, selection of assessment method, determination of participants in assessment, cultural grounding, learning assessment, and assessment monitoring. Overall, the assessed curriculum is fluid in nature and seeks to examine the context of appropriate changes in students and improves the quality of learning through an interactive viewpoint (looking at the executive context of assessment).Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders. Method: Qualitative research approach was used in this study with samples who were selected purposively for participating in semistructured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.Results: Data analysis using open, axial and selective coding led to the identification of two main categories: assessment design processes and assessment judicial processes and six subcategories including determination of assessment map, selection of assessment method, determination of participants in assessment, cultural grounding, learning assessment, and assessment monitoring. Overall, the assessed curriculum is fluid in nature and seeks to examine the context of appropriate changes in students and improves the quality of learning through an interactive viewpoint (looking at the executive context of assessment).Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders. Method: Qualitative research approach was used in this study with samples who were selected purposively for participating in semistructured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.Results: Data analysis using open, axial and selective coding led to the identification of two main categories: assessment design processes and assessment judicial processes and six subcategories including determination of assessment map, selection of assessment method, determination of participants in assessment, cultural grounding, learning assessment, and assessment monitoring. Overall, the assessed curriculum is fluid in nature and seeks to examine the context of appropriate changes in students and improves the quality of learning through an interactive viewpoint (looking at the executive context of assessment).Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders. Method: Qualitative research approach was used in this study with samples who were selected purposively for participating in semistructured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.Results: Data analysis using open, axial and selective coding led to the identification of two main categories: assessment design processes and assessment judicial processes and six subcategories including determination of assessment map, selection of assessment method, determination of participants in assessment, cultural grounding, learning assessment, and assessment monitoring. Overall, the assessed curriculum is fluid in nature and seeks to examine the context of appropriate changes in students and improves the quality of learning through an interactive viewpoint (looking at the executive context of assessment).Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders. Method: Qualitative research approach was used in this study with samples who were selected purposively for participating in semistructured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.Results: Data analysis using open, axial and selective coding led to the identification of two main categories: assessment design processes and assessment judicial processes and six subcategories including determination of assessment map, selection of assessment method, determination of participants in assessment, cultural grounding, learning assessment, and assessment monitoring. Overall, the assessed curriculum is fluid in nature and seeks to examine the context of appropriate changes in students and improves the quality of learning through an interactive viewpoint (looking at the executive context of assessment).Goal: This study intends to propose the conceptual framework for the assessed curriculum based on experiences and perspectives of undergraduate curriculum stakeholders. Method: Qualitative research approach was used in this study with samples who were selected purposively for participating in semistructured interviews. To do so, 31 informants including 17 faculty members, 12 undergraduate students took part from Allameh Tabatabaei, Tehran and Kharazmi Universities, and AJA University of Medical Sciences as well as two experts in the Office of Higher Education Planning in Tehran. Data collection was conducted constantly until arriving at theoretical sufficiency by a process of constant comparison.Results: Data analysis using open, axial and selective coding led to the identification of two main categories: assessment design processes and assessment judicial processes and six subcategories including determination of assessment map, selection of assessment method, determination of participants in assessment, cultural grounding, learning assessment, and assessment monitoring.