نوع مقاله : علمی - پژوهشی
نویسندگان
1 گروه روش ها و برنامه های آموزشی و درسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه تهران
2 دانشیار گروه روش ها و برنامه های آموزشی و درسی، دانشکده روان شناسی و علوم تربیتی، تهران، ایران، دانشگاه تهران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Objective: Overestimation of students' academic performance is one of the most common biases and dangerous forms of pseudo-evaluation. This overestimation occurs when, for various reasons, teachers report students' assessment results as higher than their actual abilities. Such misreporting exacerbates the conditions for misjudging students' academic performance and poses serious risks to the quality of educational assessment systems. This study aims to explore the lived experiences of teachers and principals regarding the factors contributing to the overestimating academic performance assessments in elementary schools.
Materials and Methods: In pursuit of a comprehensive understanding of academic performance assessment overestimation, this qualitative phenomenological study employed a descriptive research approach to identify and explore the multifaceted dimensions of this educational phenomenon. The research was conducted through semi-structured interviews with 24 participants, comprising 18 teachers and 6 administrators from primary schools in Kermanshah, strategically selected using criterion-based sampling. Data were systematically collected and analyzed utilizing Colaizzi's seven-stage analytical strategy, which enabled a rigorous and in-depth examination of participants' perspectives. Four additional interviews were conducted to ensure methodological robustness and enhance research credibility, which yielded no novel insights, and multiple validation techniques—including credibility, confirmability, dependability, and transferability—were meticulously applied. This comprehensive approach allowed for a nuanced exploration of the complex factors contributing to academic performance assessment overestimation, providing a rich, contextually grounded understanding of the underlying educational dynamics.
Results And Conclusion: The comprehensive interview analysis revealed a nuanced exploration of educational evaluation challenges, systematically identifying 29 sub-themes strategically organized within seven primary thematic domains. These domains comprehensively encompass: 1. Teacher-related factors (including individual errors, teacher mindset influenced by students' familial contexts, unprofessional inter-teacher competition, pressure resistance limitations, and superficial professional knowledge), 2. Implemented Curriculum-Related Factors (addressing evaluation method misalignments and pedagogical process quality deficiencies), 3.School Principal-Related Factors (examining administrative practices of teacher motivation and supervision), 4. School-related factors (investigating institutional competitive dynamics and resource constraints), 5.Societal Factor (analyzing broader social pressures emphasizing results over learning processes), 6.Ministry Planning and Policy-Related Factors(highlighting systemic planning weaknesses and administrative performance metrics), and 7.Exam-Related Factors (critically examining assessment design, scoring transparency, and evaluation methodological integrity). This multi-dimensional analysis provides a comprehensive framework for understanding the complex interconnected challenges within the educational evaluation ecosystem, offering profound insights into the systemic limitations and potential improvement pathways.
The findings showed that the educational evaluation system in elementary schools faces many dangerous problems in assessing students' performance, especially in valid and reliable estimation of the quality of academic performance. It is an overestimation of the broadest and most apparent bitter and thought-provoking realities that have passed the level of problem and entered the circle of dilemma and crisis. It is necessary to immediately resolve wide-ranging risks and create intelligent groundwork to reduce their consequences and improve the existing situation by creating conditions and The requirements needed in the design and implementation of a dynamic, integrated, and authentic learning assessment system that fits the context of our country as the most critical strategic principle that has not been taken into account in the method of assessment known as descriptive assessment, fundamental revisions at the macro level and implementation of the program. It is evident that unwarranted insistence on the harmful approach existing in the current evaluation system in primary schools—which has the least compatibility with the conditions, capabilities, and requirements of our country's schools—and being content with blaming teachers and using the worn-out phrase of inappropriate implementation by teachers to avoid acknowledging the strategic error of neglecting the creation of prerequisite conditions and primary requirements for the successful implementation of the so-called descriptive evaluation approach, can further expose the bitter, prevalent, and dangerous consequences of this crisis.
کلیدواژه‌ها [English]
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