آسیب‌شناسی ارزشیابی تکوینی در نظام یادگیری الکترونیکی ایران: واکاوی پدیدارشناسانه دیدگاه‌های اساتید

هدف: ارزشیابی تکوینی آن نوع ارزشیابی است که با هدف کمک به یادگیری و به‌صورت مستمر، گام به گام، و در طول فرایند یاددهی – یادگیری صورت می گیرد. پژوهش حاضر با هدف شناسایی آسیب های ارزشیابی تکوینی در نظام یادگیری الکترونیکی ایران انجام گرفت.روش: این پژوهش به لحاظ هدف، کاربردی و به لحاظ نحوه گردآوری اطلاعات از نوع کیفی بود. شرکت کنندگان در پژوهش شامل اساتید مراکز یادگیری الکترونیکی بود که 13 نفر از آن ها با استفاده از روش نمونه گیری هدفمند به‌عنوان نمونه پژوهش انتخاب شدند. ابزار گردآوری داده ها نیز مصاحبه نیمه ساختارمند بود. همچنین جهت تجزیه‌وتحلیل داده ها از روش کدگذاری تحلیل مضمون استفاده گردید.یافته­ها: یافته های پژوهش نشان داد که از نظر اساتید مراکز یادگیری الکترونیکی، ارزشیابی تکوینی در نظام یادگیری الکترونیکی ایران دارای 8 آسیب و ضعف اصلی است که عبارت‌اند از: عدم استفاده از ابزارهای مختلف ارزشیابی تکوینی، بازخورددهی و بازخوردگیری نامناسب، عدم امکان احراز هویت دانشجویان، ضعف در ارائه های کلاسی، طراحی ضعیف تمرین ها و پروژه ها، ضعف در آزمون های آنلاین، ضعف در بحث و تبادل نظر، و ضعف در گزارش دهی. بنابراین دانشگاه ها و مراکز آموزش الکترونیکی می بایست به ارزشیابی تکوینی به‌عنوان یک عامل مهم در توسعه یادگیرندگان و اساتید توجه کنند و همواره در جهت به روزرسانی و رفع آسیب ها و ضعف های سیستم های مدیریت یادگیری و بخصوص در زمینه ارزشیابی تکوینی اقدام نمایند.

pathology of formative assessment in iranian e-learning system: phenomenological examination of professors’ views

one of the most important processes in any type of educational system, especially e-learning system, is the assessment process, the purpose of which is to determine if educational goals have been achieved. assessment is important in that it has a huge impact on learning (buyukkarci sahinkarakas, 2021) and requires feedback for continuous improvement. assessment in e-learning can be both formative and summative, or combined (kear et al., 2016; dlab, katic candrlic, 2015; snae, brueckner, hirata, 2008). marriott (2009) uses the terms &assessment of learning& and &assessment for learning & to distinguish between these two types of e-assessment. while the former emphasizes assessment at the end of the learning process (summative assessment) which aims to determine the amount of learning by the learner (torres, 2019; kear et al., 2016; azmi kankarej, 2015), while the latter, being gradual and ongoing, refers to the continuous process of assessment (formative assessment) (yan et al, 2021; azmi kankarej, 2015). formative assessment is one of the measures to promote learning (ferreira, martinsone talić, 2020; elson, 2016; bijol, byrne-dugan, hoenig, 2015) and to ensure the quality of distance learning and e-learning (ming-li dan, 2010). through providing feedback on performance, it can also dramatically affect motivation, interest, commitment, intellectual challenge, and autonomy, and responsibility as well (buyukkarci sahinkarakas, 2021; bhattacharya coombs, 2017; townsend mulvey, 2016).according to the above, in order to ensure the students’ learning and achieve the desired goals, measurement and assessment are necessary, and what is important in the assessment of learners in e-learning is to have the approach of &assessment for learning& or formative assessment. because the purpose of formative assessment is to correct and improve the existing situation. this means that in the process of formative assessment, one can recognize the weak and strong points and make decisions based on them. e-learning in the field of assessment, especially formative assessment, has not progressed as expected and little attention has been paid to the importance of assessment in this field, and this has caused damage in this field that may affect the quality of learning. the purpose of this study was to investigate the pathology of formative assessment in the iranian e-learning system. the method of this research was applied in terms of purpose and qualitative in terms of how to collect information. the research paradigm was also interpretive. according to this paradigm, reality is conditioned by human experience and interpretation. the research methods in this perspective include case study, phenomenology, ethnography and historical research (bazargan, 2015). in this study, the phenomenological method was used. the phenomenology method is one of the qualitative research methods that investigates the views, feelings, and experiences of the sample group in relation to a certain phenomenon or phenomena (creswell, 2014). since the professors of e-learning centers have the most connection with the learning management system and use it continuously, these people have more and better knowledge about the learning management system. therefore, participants in the study included professors of e-learning centers, 13 of whom were selected as the research sample using the available purposive sampling method. in purposive sampling, the researcher continues the work until reaches theoretical saturation. semi-structured interviews were used to collect data.