بررسی رابطه‌ی دانش تیپک و مهارت های ارزشیابی آنلاین معلمان دوره ابتدایی

ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ ﺑﺮرﺳﯽ راﺑﻄﻪ ﺑﯿﻦ داﻧﺶ ﺗﯿﭙﮏ و ﻣﻬﺎرتﻫﺎی ارزﺷﯿﺎﺑﯽ آﻧﻼﯾﻦ ﻣﻌﻠﻤﺎن دوره اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺷﺎﻫﯿﻦﺷﻬﺮ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎری اﯾﻦ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﺗﻤﺎﻣﯽ ﻣﻌﻠﻤﺎن دورهی اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺷﺎﻫﯿﻦﺷﻬﺮ اﺳﺘﺎن اﺻﻔﻬﺎن در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1401-1402 ﺑﻮد ﮐﻪ 247 ﻧﻔﺮ از آنﻫﺎ ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ آﻣﺎری اﻧﺘﺨﺎب و در اﯾﻦ ﭘﮋوﻫﺶ ﺷﺮﮐﺖ ﮐﺮدﻧﺪ. اﺑﺰارﻫﺎی ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ داﻧﺶ ﺗﯿﭙﮏ و ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪی ﻣﻬﺎرت-ﻫﺎی ارزﺷﯿﺎﺑﯽ آﻧﻼﯾﻦ ﻣﻌﻠﻤﺎن دوره اﺑﺘﺪاﯾﯽ اﺳﺖ. ﭘﺲ از ﺟﻤﻊآوری اﻃﻼﻋﺎت، ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ ﯾﺎﻓﺘﻪﻫﺎ در دو ﺳﻄﺢ آﻣﺎر ﺗﻮﺻﯿﻔﯽ و اﺳﺘﻨﺒﺎﻃﯽ اﻧﺠﺎم ﺷﺪ. در ﺳﻄﺢ آﻣﺎر ﺗﻮﺻﯿﻔﯽ از ﻓﺮاواﻧﯽ و درﺻﺪ، ﻣﯿﺎﻧﮕﯿﻦ و اﻧﺤﺮاف ﻣﻌﯿﺎر و در ﺳﻄﺢ آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ از آزﻣﻮن ﮐﺎﻟﻤﻮﮔﺮوف-اﺳﻤﯿﺮﻧﻒ، ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن، آزﻣﻮن t ﻣﺴﺘﻘﻞ، ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ و آزﻣﻮن ﺣﺪاﻗﻞ ﺗﻔﺎوت ﺑﯿﻦ ﻣﯿﺎﻧﮕﯿﻦﻫﺎ اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد راﺑﻄﻪی ﺿﻌﯿﻔﯽ ﺑﯿﻦ ﻣﯿﺰان داﻧﺶ ﺗﯿﭙﮏ ﺑﺎ ﻣﻬﺎرتﻫﺎی ارزﺷﯿﺎﺑﯽ آﻧﻼﯾﻦ وﺟﻮد دارد. ﻋﺪم ﺗﻤﺮﮐﺰ ﮐﺎﻓﯽ در آﻣﻮزش tpck ﺑﺮای اﺳﺘﻔﺎده در ارزﺷﯿﺎﺑﯽ آﻧﻼﯾﻦ، ﭼﺎﻟﺶﻫﺎی اﺟﺮاﯾﯽ و ﭘﯿﭽﯿﺪﮔﯽ اﺑﺰارﻫﺎ و روشﻫﺎی ارزﺷﯿﺎﺑﯽ آﻧﻼﯾﻦ، ﻋﺪم ﺗﻄﺎﺑﻖ ﺑﯿﻦ ﻧﯿﺎزﻫﺎی دوره اﺑﺘﺪاﯾﯽ و داﻧﺶ tpck ﮐﻤﺒﻮد ﻣﻨﺎﺑﻊ و ﭘﺸﺘﯿﺒﺎﻧﯽ ﻣﻨﺎﺳﺐ، و ﮐﻤﺒﻮد ﺗﺠﺮﺑﻪ ﻋﻤﻠﯽ ﻣﻌﻠﻤﺎن ﻫﻤﻪ از ﻋﻮاﻣﻠﯽ ﻫﺴﺘﻨﺪ ﮐﻪ ﻣﻨﺠﺮ ﺑﻪ راﺑﻄﻪ ﺿﻌﯿﻒ ﺑﯿﻦ داﻧﺶ ﺗﯿﭙﮏ و ﻣﻬﺎرتﻫﺎی ارزﺷﯿﺎﺑﯽ ﻣﻌﻠﻤﺎن ﺷﺪه اﺳﺖ.

investigating the relationship between tpack and online assessment skills of primary school teachers

the aim of this research is to examine the relationship between knowledge of the content of technological pedagogy (tpack) and the online assessment skills of primary school teachers.the statistical population of this research comprises teachers (male and female) of elementary schools in shahin shahr, isfahan province, in the academic year 2022-2023 (507 people), of whom 247 took part. a technology integration knowledge questionnaire (schmid et al., 2020) is included in the research tools and a researcher-made questionnaire on the online assessment skills of primary teachers. after data collection, findings were analyzed using the both descriptive and inferential statistics. descriptive statistics included frequency, percentage, mean, and standard deviation. for inferential statistics, the kolmogorov-smirnov test, pearson's correlation coefficient, independent t-test, analysis of variance (anova), and post hoc tests to determine differences between means were applied.the findings showed a weak relationship between technology knowledge, content knowledge, pedagogy knowledge, pedagogy content knowledge, technology content knowledge, technology pedagogy knowledge, and technology pedagogy content knowledge with online assessment skills. inadequate focus on tpack education for use in online assessments, implementation challenges and complexity of online assessment tools and methods, mismatch between primary course requirements and tpack knowledge, lack of appropriate resources and support, the lack of practical experience of teachers is a factor that leads to a weak relationship between tpack knowledge and teachers' evaluation skills.