با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 دانشجوی دکتری تکنولوژی آموزشی دانشگاه تربیت مدرس

2 هیئت علمی دانشگاه تربیت مدرس

چکیده

یکی از مسائل مهم در تمامی نظام‌های آموزشی، سنجش و ارزیابی آموخته‌های فراگیران، به منظور اطمینان بخشی از یادگیری و تحقق اهداف مورد نظر است. یکی از راهبردهای مؤثر در این‌باره، مرتبط با پارادایم سازنده‌گرایی، رویکرد سنجش تکوینی است. با توجه به شرایط خاص حوزه یادگیری مجازی، نیاز است تا درباره مسائل بنیادین مرتبط با سنجش تکوینی بازاندیشی صورت گیرد. بر این اساس، پژوهش حاضر با هدف شناسایی قابلیت‌های سنجش تکوینی در محیط‌های یادگیری مجازی انجام شد. روش تحقیق به‌کار رفته در این مطالعه، تحلیل محتوای کیفی از نوع استقرایی بود. 24 مقاله تحلیل و با 22 متخصص مصاحبه شد و در نهایت مسائل بنیادین مرتبط با سنجش تکوینی از جمله روایی، پایایی و تقلب و نیز قابلیت‌های این رویکرد سنجش و ارزیابی، از جمله ارائه بازخورد فوری و سازنده، درگیر کردن فراگیر با فرآیندهای یادگیری، ارتقای عدالت آموزشی، خودارزیابی آنلاین فراگیر، سنجش همتایان و کار در گروه، در حوزه یادگیری مجازی مورد شناسایی، بحث و بررسی قرار گرفت.
 

کلیدواژه‌ها

عنوان مقاله [English]

Identifying Capabilities of Formative Assessment in Virtual Learning Environments

نویسندگان [English]

  • Abbas Taghizadeh 1
  • Javad Hatami 2
  • Maryam Ghasemi 1

1 Tarbiat Modares University

2 Associate Professor, Educational sciences, Tarbiat Modares University, Tehran, Iran

چکیده [English]

One of the important issues in all educational systems is assessing and evaluating learner's learning in order to ensure the learning and achievement of the desired goals. One of the effective strategies related to constructivism paradigm is the formative assessment. Given the specific conditions of virtual learning, it is necessary to rethink on the fundamental issues associated with formative assessment. Accordingly, the present study was conducted to identify the capabilities of formative assessment in virtual learning environments. The research method in this study was the qualitative content analysis (inductive type). 24 papers were analyzed and 22 specialists were interviewed. Finally, the basic issues related to formative assessment, including validity, reliability and cheat as well as its capabilities, including providing immediate and constructive feedback, engaging learners with essential learning processes, promoting educational justice, online self-assessment, peer-to-peer assessment, and group work was identified, discussed and reviewed.

کلیدواژه‌ها [English]

  • E-Learning
  • Virtual Learning Environments
  • Assess-ment and Evaluation
  • Online Formative Assessment
علیزاده، شهناز؛ صالحی، کیوان؛ مقدم زاده، علی (1396). واکاوی کیفیت سنجش کلاسی معلمان؛ مطالعه‌ایی به روش پژوهش آمیخته. فصلنامه پژوهش در یادگیری آموزشگاهی و مجازی، شماره هفدهم، سال پنجم، صفحه 84-63
قلتاش، عباس؛ اوجی نژاد، احمدرضا؛ دهقان منگابادی، علیرضا (1394). آسیب شناسی الگوی ارزشیابی توصیفی به منظور ارائه الگوی مناسب در دوره ابتدایی. فصلنامه پژوهش در یادگیری آموزشگاهی و مجازی، شماره دهم، سال سوم، صفحه 16-7
Acyl, Z. Garrison, D. R. & Oz den, Y. (2009). Online and blended communities of inquiry: exploring the developmental and perceptional differences. International Review of Research in Open and Distance Learning, 10(6), 65–83.
Angus, S. D. & Watson, J. (2009). Does regular online testing enhance student learning in the numerical sciences? Robust evidence from a large data set. British Journal of Educational Technology, 40(2), 255–272.
Assessment Reform Group. (2002). Assessment for learning: 10 principles. Available on the Assessment Reform Group web-site: www.assessment-reform-group.org.uk.
Bell, B. & Cowrie, B. (2001). Formative assessment and science education. Dordrecht: Kluwer.
Bennett, R. E. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy and Practice, 18(1), 5–25.
Black, P., & William, D. (2009). Developing the theory of formative assessment. Educational Assessment. Evaluation & Accountability, 21(1), 5–31.
Blair, K. L., & Monks, E. A. (2009). Developing digital literacies and professional identities: the benefits of portfolios in graduate education. Journal of Literacy & Technology, 10(1), 40–68.
Branford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: brain, mind, experience, and school (expanded ed.). Washington, DC: National Academy Press.
Brook hart, S. M. (2001). Successful students’ formative and summative uses of assessment information. Assessment in Education, 8(2), 153–170.
Chung, G. K. W. K., Shell, T., & Kaiser, W. J. (2006). An exploratory study of a novel online formative assessment and instructional tool to promote students’ circuit problem solving. Journal of Technology, Learning, and Assessment, 5(6), 1–27.
Coria, A. P., & Davis, N. E. (2008). The dynamics of two communities of practice: the program Team and the online course community. Distance Education, 29(3), 289–306.
Crisp, V., & Ward, C. (2008). The development of a formative scenario-based computer assisted assessment tool in psychology for teachers: the Pe PCAA project. Computers & Education, 50(4), 1509–1526.
Dipper, S. M., & Sjoer, E. (2004). Implementing formative assessment in engineering education: the use of the online assessment system Etude. European Journal of Engineering Education, 29(2), 259–266.
Driessen, E., Vleuten, C. V. D., Schuwirth, L., Tartwijk, J. V., & Vermont, J. (2005). The use of qualitative research criteria for portfolio assessment as an alternative to reliability evaluation: a case study. Medical Education, 39, 214–220.
Duers, L. E., & Brown, N. (2009). An exploration of student nurses’ experiences of formative assessment. Nurse Education Today, 29(6), 654–659.
Earl, L. (2003). Assessment as learning. Thousand Oaks: Corwin.
Feldman, A., & Capobianco, B. M. (2008). Teacher learning of technology enhanced formative assessment. Journal of Science Education and Technology, 17(1), 82–99.
Garrison, D. R., & Akyol, Z. (2009). Role of instructional technology in the transformation of higher education. Journal of Computing in Higher Education, 21(1), 19–30.
Gaytan, J., & McEwen, B. C. (2010). Effective online instructional and assessment strategies. American Journal of Distance Education, 21(3), 117–132.
Gijbels, D., Dochy, F., Bossche, P. V., & Segers, M. (2005). Effects of problem-based learning: a meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27–61.
Gijbels, D., Segers, M., & Struyf, E. (2008). Constructivist learning environments and the (im) possibility to change students’ perceptions of assessment demands and approaches to learning. Instructional Science: An International Journal of the Learning Sciences, 36, 431–443.
Hakkarainen, P., Saarelainen, T., & Roukema, H. (2007). Towards meaningful learning through digital video supported, case based teaching. Australasian Journal of Educational Technology, 23(1), 87–109.
Hargreaves, E. (2007). The validity of collaborative assessment for learning. Assessment in education: principles. Policy & Practice, 14(2), 185–199.
Hattie, J., & Timely, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Herrington, J., Reeves, T. C., & Oliver, R. (2006). Authentic tasks Online: a synergy among learner, task and technology. Distance Education, 27(2), 233–247.
Jenkins, M. (2005). Unfulfilled promise: formative assessment using computer-aided assessment. Learning and Teaching in Higher Education, 1(1), 67–80.
Kehrwald, B. (2010). Being online: social presence as subjectivity in online learning. London Review of Education, 8(1), 39–50.
Keppel. M., Kati. E. A & Wing. A.M. W. (2006). Authentic Online Assessment: Three Case Studies in Teacher Education. In S. Howell., M. Hickok. On line Assessment and Measurement: Case Studies from Higher Education, k-12 and Corporate. London: Information Science Publishing.
Khare, A., & Lam, H. (2008). Assessing student achievement and progress with online examinations: some pedagogical and technical issues. International Journal on E-Learning, 7(3), 383–402.
Kirkwood, A., & Price, L. (2008). Assessment and student learning: a fundamental relationship and the role of information and communication technologies. Open Learning, 23(1), 5–16.
Koh, L. C. (2008). Refocusing formative feedback to enhance learning in pre-registration nurse education. Nurse Education in Practice, 8(4), 223–230.
Kollar. I & Fischer. F. (2010). Peer assessment as learning: A cognitive perspective. Learning and Instruction 20. 344-348
Larreamendy-Joerns, J., & Leinhardt, G. (2006). Going the distance with online education. Review of Educational Research, 76(4), 567–605.
LeBaron, J., & Bennett, C. (2009). Practical strategy for assessing the quality of collaborative learner engagement. In C. Spratt, & P. Lajbcygier (Eds.), E-Learning technologies and evidence based assessment approaches (pp. 254–269), (New York: Information Science Reference).
Lin, Q. (2008). Preservice teachers’ learning experiences of constructing e-portfolios online. Internet and Higher Education, 11(3), 194–200.
Ludwig-Hardman, S., & Dunclap, J. C. (2003). Learner support services for online students: scaffolding for success. International Review of Research in Open & Distance Learning, 4(1), 1–15.
Mackey, J. (2009). Virtual learning and real communities: online professional development for teachers. In E. Stacey, & P. Gerbic (Eds.), Effective blended learning practices: evidence-based perspectives in ICT-facilitated education (pp. 163–181). Hershey: Information Science Reference.
Mackey, J., & Evans, T. (2011). Interconnecting networks of practice for professional learning. The International Review of Research in Open and Distance Learning, 12(3), 1–18.
Marriot, t. (2009). Students’ evaluation of the use of online summative assessment on an undergraduate financial accounting module. British Journal of Educational Technology. 40 (2). 237–254.
Marshall, B., & Drummond, M. J. (2006). How teachers engage with assessment for learning: lessons from the classroom. Research Papers in Education, 21(2), 133–149.
Messick, S. (1989). Validity. In R. Linn (Ed.), Educational measurement (pp. 13–103). New York: Macmillan.
Morimoto. Y. (2006). Formal Method of Description Supporting Portfolio Assessment. Educational Technology & Society, 9 (3), 88-99.
Nicol, D., & Macfarlane, D. (2006). Formative assessment and self-regulated learning; A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
Oosterhof, A., Conrad, R. M., & Ely, D. P. (2008). Assessing learners online. New Jersey: Pearson.
Pachler, N., Daly, C., Mor, Y., & Mellar, H. (2010). Formative e-assessment: Practitioner cases. Computers & Education, 54, 715–721.
Pearson (2005). Achieving student progress with scientifically based formative assessment: Awhitepaper from Pearson. http://-www.pearsoned.com/RESRPTS_FOR_POSTING/PASeries_RESEARCH/PA1.%20Scientific_Basis_PASeries%206.05.pdf (acessed October 28, 2012).
Popham, W. J. (2008). Transformative assessment. Alexandria: ASCD.
Richard, J. F., & Godbout, P. (2000). Formative assessment as an integral part of the teaching-learning process. Physical and Health Education Journal, 66(3), 4–13.
Shaw, S., & Crisp, V. (2011). Tracing the evolution of validity in educational measurement: Past issues and contemporary challenges. Research matters. Retrieved 16 May, 2011, from. ACambridgeAssessmentPublication.http://www.cambridgeassessment.or-g.uk/ca/Our_Services/Research/Research_Matters.
Smith, G. (2014). How does student performance on formative assessments relate to learning assessed by exams? Journal of College Science Teaching, 36(7), 28–34.
Sorensen, E. K. (2005). Networked eLearning and collaborative knowledge building: design and facilitation. Contemporary Issues in Technology and Teacher Education, 4(4), 446–455.
Sorensen, E. K., & Takle, E. S. (2005). Investigating knowledge building dialogues in networked communities of practice. A collaborative learning endeavor across cultures. Interactive Educational Multimedia, 10, 50–60.
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., et al. (2006). Teaching courses online: a Review of the research. Review of Educational Research, 76(1), 93–135.
Tamin, R., Bernard, R., Borokhovski, E., Abrami, P., & Schmid, R. (2011). What forty years of research says about the impact of technology on learning: A second order metaanalysis and validation study. Review of Educational Research, 81(1), 4–28.
Torrance, H. (2001). Assessment for learning: developing formative assessment in the classroom, Education 3–13, 29, 3, pp. 26–32.
US Department of Edcuaiton. (2009). Evaluation of evidence-based practices in online learning: a meta-analysis and review of online learning studies. Accessed on 23, January 2011. From .http://www2.ed.gov/-rschstat/eval/tech/evidence-based-practices/finalreport.pdf.
Van der Pol, J., Van den Berg, B. A. M., Admiraal, W. F., & Simons, P. R. J. (2008). The nature, reception, and use of online peer feedback in higher education. Computers & Education, 51(4), 1804–1817.
Vonder well, S., Liang, X., & Alderman, K. (2012). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309–328.
Wang, C. X. (2009). Comprehensive assessment of student collaboration in electronic portfolio construction: an evaluation research. TechTrends: Linking Research & Practice to Improve Learning, 53(1), 58–66.
Wang, T.-H., Wang, K.-H., & Huang, S.-C. (2008). Designing a web-based assessment environment for improving pre-service teacher assessment literacy. Computers & Education, 51(1), 448–462.
Wiliam, D., & Black, P. (1996). Meanings and consequences: a basis for distinguishing formative and summative functions of assessment. British Educational Research Journal, 22(5), 537–548.s
Wiliam, D., & Thompson, M. (2008). Integrating assessment with learning: what will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: shaping teaching and learning (pp. 53–82). New York: Erlbaums.
Williams, D. (2011). Embedded formative assessment. Bloomington: Solution Tree. Wolsey, T. (2008). Efficacy of instructor feedback on written work in an online program. International Journal on ELearning, 7(2), 311–329.