ساخت و اعتباربخشی انگاره نابرابری آموزشی در آزمون‌های سرنوشت‌ساز: مطالعه موردی آزمون‌های بسندگی زبان دکتری

هدف:برابری، یک ساخت نظری پیچیده است که مورد توجه مکاتب آموزشی گوناگون بوده است و جنبه‌های مختلف آموزش را از این حیث مورد بررسی قرار داده‌اند. با این حال، موضوع بعد ارزشیابی در آموزش علیرغم ظرفیت‌های نظری فراوان و تاثیر زیادی بر زندگی آموزشی، شغلی و فردی افراد، از منظر برابری مورد توجه قرار نگرفته است.روش: بر همین اساس، تحقیق حاضر با استخدام یک رویکرد چندفازی- چند روشی، انگاره نابرابری آموزشی را در آزمونه‌ای بسندگی دوره دکتری مورد بررسی قرار داده است.یافته ها: نتایج حاصل از تحلیل عاملی تعقیبی نشان داد که چهار عامل (مطابق ارزش ایگن) و 19 متغیر با بار عاملی قابل‌قبول، در برساخت نابرابری آموزشی در آزمونه‌ای بسندگی زبان دکتری نقش دارند که در بافت مطالعه دارای شاخص‌های انطباق بوده است. همچنین نتایج تحلیل ساختاری کیفی در ماتریس اثرات متقاطع نشان داد که این نابرابری در نظام آموزشی کشور پایدار و تغییر آن دشوار است. علاوه بر آن، تحلیل اثرات متوازن در ماتریس اثرات متوازن نشان داد که سازگارترین سناریو برای رفع این نارسایی‌ها متشکل از سه محور با ماهیت مطلوب است که شامل هدف‌گذاری آموزشی، نیازسنجی آموزشی، و جهانی-بومی‌سازی آزمون‌ها است. بر این اساس، توجه به مباحث معرفت-شناختی در تحقق روایی ساخت آزمون و لزوم حمایت نظری از آن، توجه به نیازهای فردی و ویژگی‌های بافتی و همچنین توجه به استانداردهای جهانی در ساخت آزمون پیشنهاد شده است.

developing and validating a model of educational inequality in high-stake tests: a case study of phd language proficiency tests

different theoretical approaches have envisaged different goals for education. educational equality and equity are among these objectives that are long discussed in many dimensions of education including need analysis, curriculum development, syllabus design and teaching. however, the issue of equity and equality in educational evaluation and assessment have been marginal issues in validity of test development, usage and interpretation. language education has not been an exception in this regard. review of literature reveals that inequity and inequality in language tests have brought about diverse educational and non-education effect in educational and private lives of language learners. therefore, the current research was an early and innovative attempt to investigate this issue in high-stake tests in iranian context and develop and validate a model of educational inequality in proficiency tests obligated for graduation of phd candidates in different disciplines of humanities. to this aim a multi-phase/multi-method design was selected which entailed three different phases of structural equation modeling, structural interpretation, and scenario-development. structural equation modeling was utilized to extract factors and variables involved in the construct of language testing inequality in the country while structural interpretation was employed to shed light on the nature and behavior of the identified and validated variables and the way they can be manipulated for achieving best educational outcomes. also, scenario development was utilized for developing the most compatible education scenario for removing the language testing inequality in the context of the research. the results of structural equation modeling revealed that through documentary research, systematic literature review and semi-structured interviews with 7 english language professor (panel of experts) selected from different university of the country through convenient sampling, 33 early variables were identified in the construct of test inequality in the tentative theoretical model. to validate this early tentative model the identified variables were rendered into a likert-type questionnaire and administered to an adequate number of participants in different occasion for pilot study, reliability estimation, construct validation through exploratory factor analysis and construct fit indices in confirmatory factor analysis. the results of cronbach alpha estimation revealed that the early construct is acceptable. also the results of exploratory factor analysis showed that, based on eigen value, four factors are involved in the construct of the tests inequality including inequality resulted from construct invalidity (containing seven variables emphasizing issues of cut-score, adoption of a product view toward language testing, inattentiveness to language productive skills, role of chance, test-retest unreliability, lack of concurrent validity, and inconsistency between obtained score and language proficiency), inequality resulted from content invalidity(containing four variables emphasizing inconsistency between test content and education content, inattentiveness to test takers' needs and interests, inconsistency between test content and test context, and inconsistency between test content and educational background of phd candidates), inequality resulted from consequential invalidity (containing four variables emphasizing learners anxiety, burdened economical expenses, negative effect on self-perception and engendering negative washback), and inequality resulted from test implication and use (containing seven variables emphasizing powerful stakes of tests for decision making purposes, inattentiveness to critical issues, bias toward some disciplines against others, and lack of equal access to tests' materials, sources and news).