fa تحلیل شیوه‌های اجرا شده ارزشیابی تحصیلی در آموزش الکترونیکی و تأثیر آن بر خودکارآمدی تحصیلی تخصصي Special پژوهشي Orginal <br> <span style="font-size:12pt"><span style="background:#bdd6ee"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span b="" lang="FA" style="font-family:" yagut="">چکیده</span></b></span></span></span></span></span><br> <span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">مقدمه</span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">: </span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.4pt">هدف پژوهش حاضر تحلیل کیفی شیوه</span></span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="letter-spacing:-.4pt">‌</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.4pt">های اجرا شده ارزشیابی تحصیلی به عنوان یکی از ابعاد چالش برانگیز آموزش الکترونیکی و بررسی تاثیر آن بر خودکارآمدی تحصیلی دانش</span></span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="letter-spacing:-.4pt">‌</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.4pt">آموزان بوده است.</span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">روش‌ها</span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">: </span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="color:black"><span style="letter-spacing:-.5pt">پژوهش حاضر از منظر ماهیت آمیخته با رویکرد کیفی- کمی&nbsp; است. جامعه</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="color:black"><span style="letter-spacing:-.5pt">‌</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="color:black"><span style="letter-spacing:-.5pt">ی مورد مطالعه در بخش کیفی، معلمان دوره دوم ابتدایی استان چهار محال بختیاری بوده‌اند که از بین آن‌ها با روش نمونه</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="color:black"><span style="letter-spacing:-.5pt">‌</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="color:black"><span style="letter-spacing:-.5pt">گیری هدفمند و با رعایت اصل اشباع نظری 15 نفر گزینش و مورد مصاحبه قرار گرفتند. در بخش کمی، از بین دانش</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="color:black"><span style="letter-spacing:-.5pt">‌</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="color:black"><span style="letter-spacing:-.5pt">آموزان دوره دوم ابتدایی شهرستان سورشجان، طبق فرمول کوکران تعداد 210 نفر با روش نمونه</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="color:black"><span style="letter-spacing:-.5pt">‌</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="color:black"><span style="letter-spacing:-.5pt">گیری خوشه‌ای به عنوان نمونه گزینش شده و به پرسشنامه تصحیح شده شرر پاسخ دادند. روش تحلیل در بخش کیفی تحلیل مضامین با فرایند گام به گام و در بخش کمی روش تحلیل واریانس و آزمون بونفرونی با کمک نرم‌افزار </span></span></span></span><span dir="LTR" style="font-size:9.0pt"><span style="color:black"><span style="letter-spacing:-.5pt">SPSS</span></span></span> <span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="color:black"><span style="letter-spacing:-.5pt">بود.&nbsp; </span></span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">یافته‌ها</span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">: </span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.4pt">یافته‌های پژوهش نشانگر یک نگاه هشت ‌مؤلفه‌ای در بعد تفاوت شیوه</span></span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="letter-spacing:-.4pt">‌</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.4pt">های ارزشیابی الکترونیکی با حضوری در بین معلمان بوده و شیوه</span></span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="letter-spacing:-.4pt">‌</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.4pt">های اجرا شده در دو گروه فرآیند مدار شامل ارزشیابی براساس مشارکت، پروژه‌ای و کارپوشه الکترونیکی و نتیجه</span></span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="letter-spacing:-.4pt">‌</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.4pt">مدار شامل آزمون</span></span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="letter-spacing:-.4pt">‌</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.4pt">های عینی و ذهنی و خود ارزشیابی، قابل تقسیم بودند. بالاترین میانگین خودکارآمدی تحصیلی در روش ارزشیابی براساس مشارکت و پایین</span></span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:"><span style="letter-spacing:-.4pt">‌</span></span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.4pt">ترین میانگین در شیوه ارزشیابی عینی بدست آمد.</span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">نتیجه</span></span></b><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:">‌<b>گیری</b>: </span></span><span lang="FA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="letter-spacing:-.4pt">بکارگیری چند روش ارزشیابی به طور همزمان و استفاده از روش‌های فرایند مدار بهترین راهکار به منظور افزایش خودکارآمدی تحصیلی می‌باشد.</span></span></span></span></span></span></span><br> <br> <span style="font-size:12pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><span lang="AR-SA" style="font-size:10.0pt"><span b="" lotus="" style="font-family:"><span style="color:black"><span style="letter-spacing:-.4pt"></span></span></span></span></span></span></span></span> <span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:10.0pt"><span style="line-height:115%">Introduction</span></span></b><span style="font-size:10.0pt"><span style="line-height:115%">: </span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt">The purpose of this study was to qualitatively analyze the implemented methods of academic evaluation as one of the challenging aspects of e-learning and to investigate its effect on academic self-efficacy of second grade elementary students</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt">.</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt"></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b><span style="font-size:10.0pt"><span style="line-height:115%">Methods</span></span></b><span style="font-size:10.0pt"><span style="line-height:115%">: </span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt">The present study was performed with mixed method methodology and qualitative-quantitative approach. The statistical population in the qualitative section included second-year elementary teachers of Chaharmahal Bakhtiari State; In the quantitative phase, there were 458 second-year students in the elementary schools of Sureshjan city. The sampling method in the qualitative phase was purposive and the sample size with theoretical saturation was determined as 15. In the quantitative phase, cluster sampling method was applied and 210 people were selected. The data collection tool were semi-structured interviews and Scherer questionnaire. The themes were analyzed through step-by-step analysis of variance using SPSS 23 software</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="color:black"><span style="letter-spacing:-.4pt">.</span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><b><span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span style="color:black">Results</span></span></span></b><span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span style="color:black">: </span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt">The findings indicated that the methods of evaluation in electronic and traditional education were different from eight dimensions. The methods were implemented in two groups including: The process-oriented and the result-oriented. The highest average score of academic self-efficacy was obtained from the evaluation method based on participation and the lowest was obtained from the objective evaluation method.</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt"></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="line-height:115%"><span style="text-autospace:none"><span new="" roman="" style="font-family:" times=""><b><span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span style="color:black">Conclusion</span></span></span></b><span lang="EN" style="font-size:10.0pt"><span style="line-height:115%"><span style="color:black">: </span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt">Based on the findings, applying multiple assessment and process-oriented methods could best increase academic self-efficacy in the second-year elementary students</span></span></span><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt">.</span></span></span><b><span style="font-size:10.0pt"><span style="line-height:115%"><span style="letter-spacing:-.4pt"></span></span></span></b></span></span></span></span><br> <br> <span style="font-size:12pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""><span style="font-size:10.0pt"><span style="line-height:150%"></span></span></span></span></span> شیوه‌های ارزشیابی تحصیلی, آموزش الکترونیکی, خودکارآمدی تحصیلی. Academic Evaluation Methods, E-learning, Academic Self-Efficacy. 61 72 http://dsme.hums.ac.ir/browse.php?a_code=A-10-467-1&slc_lang=fa&sid=1 vajiheh karimi وجیهه کریمی vajihehkarimi@pnu.ac.ir 10031947532846006840 10031947532846006840 Yes PhD, Educational Sciences, Department of Educational Sciences, Payam Noor University, Tehran, Iran دکترای تخصصی، علوم تربیتی، گروه علوم تربیتی، دانشگاه پیام‌نور، تهران، ایران. nasim amini نسیم امینی aminimn1372@gmail.com 10031947532846006841 10031947532846006841 No MSc Student, Curriculum Planning, Payam Noor University, Tehran, Iran. دانشجوی کارشناسی ارشد، برنامه ریزی درسی، دانشگاه پیام‌نور، تهران، ایران.