ارزشیابی توان آزمون‌های مبتنی بر نقشه مفهومی در جایگزینی آزمون‌های سنتی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

2 استاد، گروه علوم‌تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

3 دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

چکیده

هدف: آزمون‌های سنتی برای سالیان متمادی موردانتقاد پژوهشگران حوزه ارزشیابی آموزشی بوده‌اند. در همین راستا نقشه‌های مفهومی نشان داده‌اند که علاوه بر اهداف آموزشی می‌توانند به‌عنوان ابزارهای ارزشیابی آموزشی نیز به‌کار روند، لذا هدف پژوهش حاضر ارزشیابی توان آزمون­های مبتنی بر نقشه مفهومی به‌عنوان یک رویکرد جایگزین برای آزمون‌های سنتی بود.
روش: جامعه آماری پژوهش را تمامی دانش‌آموزان سال اول رشته علوم تجربی شهرستان اسلام‌آباد غرب در سال تحصیلی 1397-1396 تشکیل می‌دادند. نمونه پژوهش نیز شامل دانش‌آموزان چهار کلاس (109 نفر) درس زیست‌شناسی سال اول مقطع متوسطه دوم بود که به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. ابزارهای پژوهش شامل آزمون چهارگزینه‌ای پیشرفت تحصیلی، آزمون تکمیل نقشه مفهومی سلسله‌مراتبی، آزمون تکمیل نقشه مفهومی شبکه‌ای، آزمون ترسیم نقشه مفهومی سلسله‌مراتبی و آزمون ترسیم نقشه مفهومی شبکه‌ای بود. طرح پژوهش یک طرح ارزشیابی بود. روش‌های آماری شامل ضریب همبستگی پیرسون، ضریب کودر-ریچاردسون، آزمون t دو نمونه‌ای مستقل و تحلیل واریانس یک راهه (آزمون کروسکال-والیس و آزمون تعقیبی بنفرونی) بود.
یافته‌ها: نتایج پژوهش نشان داد که چهار آزمون مبتنی بر نقشه مفهومی از روایی محتوایی و پایایی بالایی برخوردارند. در زمینه روایی ملاکی چهار آزمون مبتنی بر نقشه مفهومی دارای مقادیر متفاوت همبستگی با یک آزمون چهارگزینه‌ای بودند. در زمینه روایی افتراقی، به‌استثنای آزمون ترسیم نقشه مفهومی شبکه‌ای، سه آزمون دیگر به‌خوبی از عهده تشخیص تفاوت بین نمرات دو گروه پیشرفت تحصیلی بالا و پایین برآمدند.
نتیجه‌گیری: نتایج پژوهش حاضر نشان داد که امکان استفاده از نقشه‌های مفهومی به‌عنوان ابزارهای ارزشیابی حداقل از لحاظ فنی وجود دارد؛ بنابراین ضروری است که مسئولان مربوطه در سیستم آموزش و ارزشیابی کشور نیز نگاه ویژه و متفاوتی به نقش کاربردی نقشه­های مفهومی در زمینه استفاده شدن به‌عنوان یک ابزار ارزشیابی جدید و جایگزین داشته باشند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Evaluation of the Power of Concept Map-Based Tests in Replacing Traditional Tests

نویسندگان [English]

  • Sadegh Sayadi 1
  • Javad Mesrabadi 2
  • Ramin Habibi kaleybar 3
  • Abolfazl Farid 3
1 PhD in Educational Psychology, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran
2 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran
3 Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran
چکیده [English]

Objective: Traditional tests have been criticized by educational evaluation researchers for many years. In this regard, concept maps have shown that in addition to educational goals, they can also be used as educational evaluation tools, so the purpose of this research is to evaluate the power of tests based on concept maps as an alternative approach for tests. It was traditional.
Method: The statistical population of the research consisted of all first-year students of experimental sciences in Eslamabad-e-Gharb city in the academic year 2017-2018. The sample of the research included students of four classes (109 people) of the first year of the biology course of the second secondary level, who were selected by multi-stage cluster random sampling. The research tools included a four-choice educational achievement test, a hierarchical conceptual map completion test, a network conceptual map completion test, a hierarchical conceptual map drawing test, and a network conceptual map drawing test. The research design was an evaluation design. Statistical methods included Pearson's correlation coefficient, Kuder-Richardson coefficient, independent two-sample t-test and one-way analysis of variance (Kruskal-Wallis test and Benferroni's post hoc test).
Findings: The research results showed that four tests based on concept maps have high content validity and reliability. In terms of criterion validity, four concept map-based tests had different correlation values ​​with a four-choice test. In terms of differential validity, with the exception of the conceptual network map drawing test, the other three tests were able to detect the difference between the scores of the two groups of high and low academic achievement.
Conclusion: The results of the present study showed that it is possible to use concept maps as evaluation tools, at least from a technical point of view; Therefore, it is necessary that the relevant officials in the country's education and evaluation system have a special and different view on the practical role of concept maps in the context of being used as a new and alternative evaluation tool.

کلیدواژه‌ها [English]

  • Evaluation
  • Concept map-Based Tests
  • Validity
  • Reliability
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