طراحی و اعتباربخشی چارچوب مفهومی سنجش شایستگی‌های غیرشناختی

نوع مقاله : مقاله پژوهشی

نویسندگان

عضو هیئت علمی پژوهشگاه مطالعات آموزش و پرورش، سازمان پژوهش و برنامه‌ریزی آموزشی

10.22099/jsli.2024.7396

چکیده

هدف پژوهش حاضر تدوین و اعتباریابی چارچوب مفهومی برای سنجش شایستگی‌های غیرشناختی بود. پژوهش حاضر در دو مرحله طراحی و اجرا شد. در مرحله کیفی داده‌های پژوهشی از سه منبع 1) اسناد بالادستی؛ 2) متون پژوهشی و 3) مصاحبه با صاحب‌نظران جمع‌آوری شدند. سه سند بالادستی (برنامه درسی ملّی، سند تحول بنیادین و مبانی نظری تحول) و 24 متن پژوهشی که ملاک‌های ورود به داده‌ها را داشتند، کدگذاری شدند. به منظور مصاحبه نیمه‌ساختاریافته از روش نمونه‌گیری غیرتصادفی هدفمند استفاده شد و نمونه‌گیری تا رسیدن به اشباع نظری ادامه یافت (10= n). سپس از تحلیل محتوا با رویکرد تلخیصی-تجمیعی و روش کلایزی استفاده شد. همسوسازی نتایج پس از کدگذاری در نرم-افزار MAXQDA-2020 با استاندارد اشتراوس و کوربین به 4 بُعد و 13 مؤلفه انجامید. این چهار بُعد عبارتند از: تدوین برنامه راهبردی، گردآوری شواهد/داده‌ها، نتیجه‌گیری و برآیندها (پیامدها). در مرحله دوم اعتباربخشی چارچوب استخراج‌شده مدّنظر قرار گرفت. به این منظور، پرسشنامه‌ای محقق‌ساخته طراحی و پس از تعیین ویژگی‌های روایی صوری و محتوایی (CVI و CVR) و اعتبار (آلفا) روی نمونه‌ی صاحب‌نظران که با استفاده از نمونه‌گیری هدفمند انتخاب شده بودند (30= n)، اجرا و اعتبار درونی چارچوب تأئید شد. تحلیل داده‌ها با استفاده از آزمون تی-تک‌گروهی نشان داد این چارچوب مفهومی از اعتبار درونی برخوردار است. بر اساس یافته‌های به دست آمده، نهادهای زیرمجموعه‌ی آموزش و پرورش ایران می‌توانند گام‌هایی در راه آموزش و پرورش شایستگی‌های غیرشناختی دانش-آموزان بردارند.

کلیدواژه‌ها

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