سلامت روان در مدرسه

سلامت روان در مدرسه

تدوین مدل مفهومی و ساخت ابزاری برای سنجش آگاهی معلمان از ارزشیابی تکوینی: یک مطالعه آمیخته

نوع مقاله : مقاله مروری

نویسندگان
1 دانشجوی کارشناسی‌ارشد رشته روان‌سنجی دانشگاه علامه طباطبائی .تهران، ایران
2 دانشیار گروه آموزشی سنجش و اندازه‌گیری دانشگاه علامه طباطبائی .تهران، ایران
3 دانشیار گروه آموزشی تکنولوژی آموزشی دانشگاه علامه طباطبائی، .تهران، ایران
10.22034/jmhs.2025.509047.1128
چکیده
هدف: تدوین مدل مفهومی، ساخت ابزار سنجش آگاهی معلمان از ارزشیابی تکوینی، روایی و اعتبارسنجی ابزار

روش پژوهش: روش‌های تحلیل عاملی اکتشافی و تأییدی

یافته‌ها: تبیین جدید و کاربرد طبقه‌بندی مارزانو و کندال از اهداف آموزشی برای ارزشیابی تکوینی، مؤلفه‌های مدل مفهومی ارزشیابی تکوینی عبارت‌اند از: ارائه دانش، سیستم شناختی (بازیابی، درک مطلب، تحلیل، بهره‌برداری از دانش)، فراشناخت، تفکر نظام شخصی، راهبردهای ارزشیابی تکوینی سنتی و نوین، تدوین پرسش‌نامه 74 سؤالی

نتیجه‌گیری: استخراج شش مؤلفه و 28 سؤال از پرسش‌نامه در روش تحلیل عاملی اکتشافی، آلفای کرونباخ کل سازه برابر 0.79 و قابل‌قبول است. ابزار در تحلیل عاملی تأییدی دارای برازش ضعیف است و با اصلاح مدل برازش آن بهبود یافت.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Developing a conceptual model and developing a tool to measure teachers' awareness of formative assessment: A mixed-method study

نویسندگان English

Ronak Sohrabi 1
Asghar Minaei 2
Hamidreza Maghami 3
1 Master's Student, Psychometrics, Allameh Tabatabaei University
2 Associate Professor, Department of Measurement and Evaluation, Allameh Tabatabaei University,
3 Associate Professor, Department of Educational Technology, Allameh Tabatabaei University
چکیده English

Developing a conceptual model and developing a tool to measure teachers' awareness of formative assessment: A mixed-method study

Objective: Developing a conceptual model، developing a tool to measure teachers' awareness of formative assessment، reliability and validation of the tool

Methods: Exploratory and confirmatory factor analysis methods

Results: New explanation and application of Marzano and Kendall's classification of educational goals for formative assessment، components of the conceptual model of formative assessment are: knowledge presentation, cognitive system (Retrieval, Comprehension, analysis, Knowledge Utilization), Metacognition, Self-Sytem Thinking, traditional and modern formative evaluation strategies, developing a 74-iteme questionnaire

Conclusion: Extracting six components and 28 questions from the questionnaire in the exploratory factor analysis method, the Cronbach's alpha of the entire construct is 0.79 and is acceptable. The tool has poor fit in confirmatory factor analysis and its fit was improved by modifying the model.

کلیدواژه‌ها English

Teachers'
awareness
formative evaluation
analysis method
school
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