اثربخشی بازخوردهای اصلاحی (کتبی و کلامی) معلمان در ارزشیابی‌های تکوینی بر میزان تاب‌آوری تحصیلی و معنای تحصیل دانش‌آموزان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشیار، دانشگاه لرستان، خرم آباد، ایران

2 استادیار، دانشگاه لرستان، خرم آباد، ایران

3 دکترای تخصصی روان‌شناسی تربیتی، دانشگاه لرستان، خرم آباد، ایران (نویسنده مسئول)

4 مربی، دانشگاه پیام نور، تهران، ایران

5 کارشناس ارشد روان‌شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران

چکیده

نظام تعلیم و تربیت نیز همانند سایر نظام‌ها دارای اصول و ویژگی‌های خاص خود است. یکی از ویژگی‌های اساسی و لاینفک آن ارزشیابی و ارائه بازخوردهای سودمند است، که به واسطه آن می‌توان به تعیین اهداف مهم آموزش و از آن جمله، بررسی نیازهای مهم در رابطه با زبان آموزی پرداخت. هدف اصلی این پژوهش تعیین اثربخشی بازخوردهای اصلاحی (کتبی و کلامی) معلمان در ارزشیابی‌های تکوینی بر میزان تاب‌آوری تحصیلی و معنای تحصیل دانش‌آموزان پسر پایه نهم متوسطه اول در درس زبان انگلیسی در شهر خرم‌آباد بود.  این پژوهش به صـورت نیمه‌تجربی بود که در آن از طرح پیش‌آزمون - پس‌آزمون با گروه کنترل استفاده شد. نمونه پژوهش 40 دانش آموز بود که به روش تصادفی خوشه‌ای چند مرحله‌ای انتخاب و به صورت تصادفی در گروه آزمایشی و گروه کنترل گمارده شدند. گروه آزمایشی طی 12 جلسه تحت مداخله بازخوردهای اصلاحی (کتبی و کلامی) معلمان در ارزشیابی‌های تکوینی قرار گرفتند. برای جمع‌آوری داده‌ها از پرسشنامه معنای تحصیل هندرسون – کینگ و اسمیت و تاب‌آوری تحصیلی ساموئلز استفاده شد. داده‌ها با روش تحلیل کواریانس چندمتغیری تجزیه و تحلیل شدند. نتایج تحلیل کوواریانس تفاوت معنی‌داری بین دو گروه نشان داد. بنابراین می‌توان گفت که ارائه بازخوردهای کتبی و کلامی مبتنی بر مدل باتلر و وین می‌تواند مؤثر باشد و در صورتی که معلمان بعد از ارزشیابی‌های تکوینی از این مدل برای ارائه بازخورد استفاده کنند، می‌توانند سطح تاب‌آوری تحصیلی و معنای تحصیلی دانش‌آموزان را به طرز معنی‌داری افزایش دهند.

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