پدیدارشناسی، ساخت و اعتباربخشی انگارۀ روایی پسینی سنجۀ زبان در آزمون ورودی دانشگاه: کاربردهایی برای آزمون‏سازی در تحصیلات تکمیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموخته دکترای تخصصی رشته زبان انگلیسی گروه زبان انگلیسی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران

2 استادیار رشته زبان انگلیسی ،گروه زبان انگلیسی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران

3 استادیار،گروه زبان انگلیسی، دانشکده پزشکی، دانشگاه علوم پزشکی گناباد، ایران

4 استادیار،گروه زبان انگلیسی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران

چکیده

رویکردهای استاندارد به ساخت آزمون علی‌رغم مزایای گوناگون، به‌دلیل تفکیک آموزش از ارزشیابی در ساحات گوناگون، باعث ایجاد تأثیرات تعقیبی غیرسازندۀ فراوانی شده‌اند. در این میان، اهداف برنامۀ ملی درسی ایران که یک تلاش راهبردی برای ایجاد تغییرات مثبت در آموزش کشور بود، به‌دلیل همین اثرات تعقیبی، محقق نشده است. به‌دلیل خلأ تحقیقاتی در زمینۀ پدیدارشناسی این موضوع و نقایص روش‌شناختی و معرفت‌شناختی در پرداخت به آن، تحقیق حاضر تلاشی است تا با اتخاذ یک طرح چندمرحله‏ای ­ چندروشی، ضمن کشف مغایرت‏های سنجۀ زبان انگلیسی آزمون ورودی دانشگاه با برنامۀ ملی درسی در کتاب‌های ویژن، یک انگارۀ معتبر از مؤلفه‌ها و متغیرهای روایی پسینی این آزمون ارائه دهد و سپس با تحلیل ساختاری در ماتریس اثرات متقاطع، راهبردهایی را در اختیار سیاست‌گذاران آموزشی قرار دهد. بدین منظور ده نخبه در زمینۀ آموزش زبان انگلیسی و 510 نفر از شرکت‌کنندگان در آزمون ورودی دانشگاه، به ترتیب، با نمونه‌گیری هدف‌دار و در دسترس برای مراحل تحقیق انتخاب شدند. در گام اول، پدیدارشناسی با روش مصاحبه نیمه‌ساختاریافته از نخبگان حاکی از مغایرت اهداف آزمون با برنامۀ ملی درسی در پنج بُعد اساسی است. مدل‌سازی معادله ساختاری نیز نشان داد که 26 متغیر در هفت مؤلفه (فاکتور) در انگارۀ روایی پسینی این آزمون دخالت دارند. نتایج تحلیل ساختاری نیز متغیرهای راهبردی، حیاتی، تأثیرگذار، دو‌وجهی و تنظیم‏گر در این نظام تأثیرات را مشخص و اولویت‌بندی کرد و متناسب با آن کاربردهایی برای آزمون‏سازی در تحصیلات تکمیلی دانشگاه پیشنهاد شد. این نتایج دارای کاربردهای نظری، عملی، روش‌شناختی و راهبردی است.
 

کلیدواژه‌ها


عنوان مقاله [English]

Phenomenography and Development of a Consequential Validity Model for English Module of University Entrance Exam: Pedagogical Strategies for Vision Series Based on MicMac

نویسندگان [English]

  • Mahmood Khosravani 1
  • Morteza Rostamian 2
  • Hamid Ashraf 3
  • Hossein Khodabakhshzadeh 4
1 English Department, Torbat-e Heydariyeh Branch, Islamic Azad University, Torbat-e Heydariyeh, Iran
2 English Department, Torbat-e Heydariey Branch, Islamic Azad University, Torbat-e Heydariyeh, Iran
3 English Department, Torbat-e Heydariyeh Branch, Islamic Azad University, Torbat-e Heydariyeh Branch
4 English Department, Torbat-e Heydariyeh Branch, Islamic Azad University, Torbat-e Heydariyeh, Iran,
چکیده [English]

Standard approaches to test development, despite their benefits, have brought about destructive effects due to separation of education and assessment. Iranian national curriculum was a strategic attempt for exerting positive effects but it failed in its mission due to test’s consequential effects. Considering the gap regarding the phonomyography of this issue and methodological and epistemological deficiencies in research on test consequences, the present research is an attempt to employ a multi-phase/multi-method design and provide a consequential validity model for English module of university entrance exam based on Vision book series and then an structural analysis of the variables of the model to feed educational and pedagogical practitioners for implementing appropriate strategies.to this aim, 10 elites participants in ELT and 510 recent examinees of the university entrance exam were selected through purposive and convenience sampling respectively. In the first phase, the phonomyography was conducted through semi-structured interview with elites and revealed that vision curriculum contradicts national curriculum in five axes. Also, the results of structural equation modeling also revealed that 26 variables subsumed under 7 factors are involved in the consequential validity model developed. Finally, the findings from structural interpretation uncovered the strategic, critical, bi-dimensional, regulatory and influential nature of the variables. These findings have theoretical, methodological, practical and strategic implications for different practitioners.

کلیدواژه‌ها [English]

  • University Entrance Exam
  • Consequential Effect
  • Modeling
  • National Curriculum
  • Vision
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