Journal of Philosophical Investigations

نوع مقاله : مقاله علمی- پژوهشی

نویسنده

استادیار گروه زبان و ادبیات انگلیسی، دانشگاه تبریز، تبریز. ایران

چکیده

طی پنجاه سال گذشته، تغییرات گسترده فرهنگی، اجتماعی و فناوری فلسفه آموزش را در تمام جنبه های آن از جمله سنجش تغییر داده است. سنجش علاوه بر ارزیابی فراگیر می‌تواند مسیر برنامه‌ درسی، آموزش، یادگیری و خودکفایی در یادگیری را نیز هدایت کند. در طول قرن بیستم، سنجش مکانیزمی برای ارائه شاخصی از یادگیری با پیروی از یک الگوی قابل پیش‌بینی تدریس، آزمودن دانش فراگیران از مطالب و قضاوت در مورد پیشرفت فراگیران بر اساس نمرات آزمون محسوب می‌شد؛ اما، اخیراً این رویکرد زیر سوال رفته است زیرا انتظارات اجتماعی از تحصیل تغییر کرده است، علوم شناختی بینش جدیدی در مورد ماهیت یادگیری ارائه کرده است و نقش سنتی سنجش در تقویت رشد فراگیر به چالش کشیده شده است. بر این اساس، دو فلسفه جدید سنجش مطرح می شوند که برخلاف فلسفه سنتی، عمدتاً بر رشد و استقلال فراگیر تمرکز دارند. فلسفه های نوظهور سنجش، یعنی سنجش برای یادگیری و سنجش به عنوان یادگیری با افزایش یادگیری برای فراگیران چارچوب مفهومی جدیدی در مورد نقش سنجش تعریف می کنند. هدف نوشته حاضر بررسی چرایی و چیستی و چگونگی تغییر سنجش آموزشی با تمرکز بر تقابل این فلسفه ها از نظر چارچوب فکری و عملی و تاکید بر لزوم تشخیص و بهره مندی صحیح از انواع رویکردهای سنجش به اقتضای هدف سنجش می باشد. نظام آموزشی فعلی باید با آگاهی از فلسفه بنیادی انواع سنجش، از روشهای نوین سنجش جهت افزایش یادگیری و نیز مهارت خودمختاری و تفکر انتقادی فراگیران برای خودسنجی در کنار سنجش یادگیری بهره مند گردد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Philosophical Approaches to Educational Assessment

نویسنده [English]

  • Nava Nourdad

Assistant Professor in Applied Linguistics, University of Tabriz, Tabriz, Iran

چکیده [English]

During the 20th century, education assessment reflected the learners’ knowledge of the material based on their test scores. However, in recent years, with a change in societal expectations, educational expectations and practices including educational assessment have also changed. Educational philosophy has provided modified insights into the aim of education and the nature of learning. The traditional assessment of learning has been challenged and consequently complemented by the two more recent assessment philosophies of assessment for learning and assessment as learning. The resultant assessment philosophies enhance learning within their own conceptual frameworks. Reviewing the advantages and drawbacks of each educational assessment approach, the present study proposed a balanced model to achieve more comprehensive educational goals.

کلیدواژه‌ها [English]

  • assessment as learning
  • assessment for learning. assessment of learning
  • educational philosophy
  • learner development
سبحانی، عبدالرسول؛ شهیدی، مهرداد. (1386). آسیب شناسی کنکور و بررسی امکان حذف آن در نظام پذیرش دانشجو. پژوهش در برنامهریزی درسی، 21(13)، 181-161.
فتح آبادی، جلیل؛ شلانی، بیتا؛ صادقی، سعید. (1396). بررسی تاثیر آزمون سراسری دانشگاه ها بر دانش آموزان و خانواده های ایرانی. روانشناسی فرهنگی، 1(2)، 71-49.
کیانی، غلامرضا. (1394). سوابق تحصیلی و آزمون های سراسری جایگزین نظام کنکورمحور: چرایی و چیستی و چگونگی تغییر. مطالعات زبان و ترجمه، 48(4)، 1-26.
Altahawi F.; Sisk B.; Poloskey S.; Hicks C.; Dannefer E. F. (2012). Student perspectives on assessment: Experience in a competency-based Portfolio System. Med Teach, 34: 221–225.
Bachman, L. F. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press.
Berry, R. (2011). Assessment Trends in Hong Kong: seeking to establish formative assessment in an examination culture. Assessment in Education: Principles, Policy & Practice, 18(2):199-211.
Berry, R.; Adamson, B. (2011). Assessment reform past, present and future. in R. Berry, & B. Adamson (Eds.), Assessment Reform in Education: Policy and Practice (pp.3-14). Dordrecht, Netherlands: Springer
Biggs, J. (2003). Teaching for Quality Learning at University (2nd ed.). Buckingham: SRHE & Open University Press.
Black, P.; McCormick, J. M.; Pedder, D. (2006). Learning how to learn and assessment for learning: A theoretical inquiry. Research Papers in Education, 21(2): 119-132.
Booth, D. K. (2018). The Sociocultural Activity of High Stakes Standardised Language Testing: TOEIC Washback in a South Korean Context. English Language Education. Vol. 12. English Language Education.
Boud, D.; Dochy, F. (2010). Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council.
Brookhart, S. (2001). Successful students’ formative and summative uses of assessment information. Assessment in Education, 8(2): 153-169.
Brown, B. (2004). Assessment for Learning. Learn Teach Higher Education, 5(1): 81-89.
Brown, H. D.; Abeywickrama, P. (2019). Language assessment: Principles and Practices (3rd ed.). White Plains, NY: Pearson Longman.
Carless, D. (2006). Differing Perceptions in the Feedback Process, Studies in Higher Education, 31(2): 219-233.
Costa, A. L. (1989). Reassessing assessment. Educational Leadership, 46(7): 2-2.
Craddock, D.; Mathias, H. (2009). Assessment options in higher education. Assessment & Evaluation in Higher Education, 34(2): 127-140.
Crick, R. D. (2007). Learning how to learn: the dynamic assessment of learning power. The Curriculum Journal, 18(2): 135-153.
Crumpton, H. E.; Gregory, A. (2011). “I’m not learning”: The role of academic relevancy for low-achieving students. The Journal of Educational Research, 104(1): 42-53.
Earl, L. (2006). Rethinking Classroom Assessment with Purpose in Mind. Winnipeg: Manitoba Education, Citizenship and Youth.
Earl, L.; Katz, S. (2006). Rethinking Classroom Assessment with Purpose in Mind. Assessment for Learning, Assessment as Learning, Assessment of Learning. Western and Northern Canadian Protocol for Collaboration in Education (WNCP).
Erniwati, E. (2018). Pengembangan Instrumen Penilaian Hasil Belajar Ilmu Pengetahuan Alam Pada Siswa Kelas V Sekolah Dasar Inpres Loka Kabupaten Bantaeng. Universitas Negeri Makassar.
Fathabadi, J.; Shalani, B.; Sadeghi, S. (2018). Investigating the impact of university national exams on Iranian students and families. Cultural Psychology, 1(2): 49-71. (in Persian)
Fulcher, G. (2013). Philosophy and language testing. in A. J. Kunnan (Ed.), The Companion to Language Assessment, Vol. 3, pp. 1431-1451. Chichester: John Wiley & Sons.
Fulcher, G. (2015). Reexamining Language Testing: A philosophical and social inquiry. London & NY: Routledge.
Garratt, D. (2011). Reflections on learning: widening capability and the student experience. Cambridge Journal of Education, 41(2): 211-225.
Gipps, C.; McCallum, B.; Hargreaves, E. (2000). What Makes a Good Primary School Teacher? Expert Classroom Strategies. London: Routledge Falmer.
Hadarah, H.; Tulhikmah, R. (2019). Epistemological Philosophy of Development of Assessment Instruments Chemistry Learning Outcomes of Science Class Students. Journal for the Education of Gifted Young Scientists, 7(3): 627-641.
Hood, S. B. (2009). Validity in psychological testing and scientific realism. Theory & Psychology, 19(4): 451-473.
James, M. (2006). Assessment, teaching, and theories of learning. in J. Gardner, Assessment and Learning (pp. 47.-60). London: Sage.
Jankowski, N. A. (2017). Moving towards a philosophy of assessment. Assessment Update, 29(3), 10-11.
Kember, D. (2004). Misconceptions about the learning approaches, motivation, and study practices of Asian students, in M. Tight, The Routlegefalmer Reader in Higher Education (pp.37-52). London: RoutlegeFalmer.
Kiani, G. R. (2016). Academic records and national exams instead of entrance exam system: why, what, and how to change. Language and Translation Studies, 48(4): 1-26. (in Persian)
Klenowski, V. (2007). Book Review: Assessment and learning. Assessment in Education: Principles, Policy & Practice, 14(2): 269-274.
Knight, P. T. (2003). Summative assessment in higher education: Practices in disarray. Studies in Higher Education, 27(3): 275-287.
Leach, L.; Neutze, G.; Zepke, N. (2000). Learners' perceptions of assessment: Tensions between philosophy and practice. Studies in the Education of Adults, 32(1): 107-119.
Marsh, C. (2009). Key Concepts for Understanding Curriculum (3rd Ed.). London & New York: RoutledgeFalmer.
Moss, P. A.; Girard, B. J.; Haniford, L. C. (2006). Chapter 4: Validity in educational assessment. Review of Research in Education, 30(1): 109-162.
Murphy, R. (2006). Evaluating new priorities for assessment in higher education. in Innovative Assessment in Higher Education (pp. 37-47). New York, NY: Routledge.
Noddings, N. (2018). Philosophy of Education. New York: Routledge.
Oxford, R. (1990). Language Learning Strategies: What every teacher should know. New York: Newbury House Publishers.
Pal, K. P. (2021). Philosophical and Sociological Foundation of Education. New Delhi: Laxmi Publications.
Pellegrino, J. W.; Chudowsky, N.; Glaser, R. (Eds.). (2001). Knowing What Students Know: The science and design of educational assessment. Washington, DC: The National Academies Press.
Peters, M. A. (Ed.). (2017). Encyclopedia of Educational Philosophy and Theory. New York: Springer.
Powell, W.; Colyvas, J. A. (2007). The new institutionalism. in Clegg, S., Bailey, J. R. (Eds.), International Encyclopedia of Organizational Studies (pp. 975–979). Thousand Oaks, CA: SAGE.
Rea-dickins, P.; Germaine, K. (1992). Language Teaching: Evaluation. Oxford: Oxford University Press.
Roblyer, M.; Edwards, J. (1997). Integrating Educational Technology into Teaching. Upper Saddle River, NJ: Merrill.
Sadler, R. (2007). Perils in the meticulous specification of goals and assessment criteria. Assessment in Education, 14(3): 387–92.
Sambell, K. (2011). Rethinking feedback in higher education: an assessment for learning perspective. Discussion paper. ESCalate: HEA Subject Centre for Education, Bristol.
Sambell, K.; McDowell, L.; Montgomery, C. (2013). Assessment for Learning in Higher Education. Abingdon: Routledge.
Sobhani, A.; Shahidi, M. (2008). Pathology of the entrance exam and the possibility of removing it in the student admission system. Research in Curriculum Planning, 21 (13): 161-182. (in Persian)
Tabish, S. A. (2008). Assessment Methods in Medical Education. International Journal of Health Science, 2(2): 3-7.
Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education, 14(3): 281–94.
Vygotsky, L.S. (1978). Mind and Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Watkins, C.; Carnell, E.; Lodge, C. (2007). Effective Learning in Classrooms. London: Paul Chapman.
Wiggins, G.; McTighe, J. (2005). Understanding by Design (2nd ed.) Alexandria, VA: Association for Supervision and Curriculum Development.
Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14.
Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1): 3-14.
Winch, C.; Gingell, J. (2008). Philosophy of education: The key concepts. Taylor & Francis.
Xu, Q.; Liu, J. (2018). A study on the Washback Effects of the Test for English Majors (TEM). New York: Springer.
Young, S. (2008). Theoretical frameworks and models of learning: tools for developing conceptions of teaching and learning. International Journal for Academic Development, 13(1): 41-49.
CAPTCHA Image