اعتبارسنجی عوامل، ملاک‌ها و نشانگرهای ارزیابی بیرونی گروه‌های آموزشی رشته علوم تربیتی دانشگاه‌های دولتی شهر تهران

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی توسعه آموزش عالی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

2 استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

3 دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

4 استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

چکیده

هدف: امروزه، ‌بیش‌تر کشورها بر سازوکارهای تضمین کیفیت و ارتقای آموزش عالی مانند اجرای ارزیابی بیرونی تأکید بسیاری دارند. با وجود تأکید اسناد بالادستی مبنی بر لزوم فراهم آوردن زمینه شکل‌گیری نظام تضمین کیفیت و به تبع آن اجرای ارزیابی بیرونی در آموزش عالی، تاکنون فعالیت‌های اندکی برای اجرای ارزیابی بیرونی در کشور صورت گرفته است. لذا، در پژوهش کنونی به اعتبارسنجی و وزن‌دهی «عوامل، ملاک‌ها و نشانگرهای» ارزیابی بیرونی در گروه‌های آموزشی رشته علوم تربیتی در دانشگاه‌های دولتی شهر تهران براساس نظر خبرگان پرداخته شد.
مواد و روش‌ها: در پژوهش حاضر از رویکرد کمی و روش توصیفی-پیمایشی و ابزار پرسشنامه استفاده شد. جامعه آماری شامل اعضای هیأت علمی رشته علوم تربیتی در دانشگاه‌های دولتی شهر تهران بودند. لذا، نمونه‌گیری با روش تمام‌شماری برای جلب مشارکت حداکثری صورت گرفت. با سه مرحله پیگیری 39 نفر از مشارکت‌کنندگان (55 درصد) به پرسشنامه‌ها پاسخ دادند. نتایج پرسشنامه‌ها با استفاده از آزمون‌های آلفا کرونباخ و پایایی ترکیبی و بهره‌گیری از نرم‌افزار «پی‌ال‌اس» مورد بررسی قرار گرفتند. روایی محتوایی و صوری پرسشنامه نیز مطابق با نظر اساتید راهنما و مشاور و نیز مصاحبه‌شوندگان اولیه مورد بررسی قرار گرفت و روایی سازه‌ای از طریق تحلیل عاملی و با استفاده از نرم‌افزار آماری «پی‌ال‌اس» و میزان پایایی نیز با آزمون «آلفا کرونباخ» و نیز شاخص «پایایی ترکیبی» محاسبه و مورد تأیید واقع گردید.
بحث و نتیجه‌گیری: یافته‌ها حاکی از آن بودند که به جز ملاک «1.6. آیین‌نامه‌ها و مصوبات گروه» و نشانگرهای «1.2.5. رضایت اعضای هیأت علمی از مدیر گروه»، «1.2.6. رضایت دانشجویان از مدیر گروه » و «3.1.3. تناسب تعداد پذیرفته‌شدگان با ظرفیت دوره‌های آموزشی گروه» سایر ملاک‌ها و نشانگرهای ارائه شده (27 ملاک از 28 ملاک و 74 نشانگر از 77 نشانگر موجود) برای ارزیابی بیرونی عامل‌های گروه‌های آموزشی رشته علوم تربیتی در دانشگاه‌های دولتی شهر تهران از روایی و پایایی و به تبع آن از جامعیت و کفایت لازم برخوردار بودند. هم‌چنین، اهمیت و وزن هر کدام از نشانگرها و ملاک‌ها براساس بار عاملی تعیین شد که می‌تواند برای اولویت‌بندی آن‌ها در ارزیابی هر یک از عامل‌ها کاربرد داشته باشد. شایان ذکر است که در انتهای پرسش‌نامه، قسمتی به‌منظور ارائه پیشنهادهای مشارکت‌کنندگان برای افزوده شدن به فهرست عوامل، ملاک‌ها و نشانگرهای مذکور در نظر گرفته شد که این موارد پیشنهادی در بخش یافته‌ها ارائه گردید. از نظر آن‌ها به غیر از عامل‌های «4. دوره‌های آموزشی و برنامه‌های درسی مورد اجرا» و «5. فرایند یاددهی-یادگیری» به سایر عامل‌ها –یعنی عامل‌های «1. اهداف، جایگاه سازمانی، مدیریت و تشکیلات»، «2. هیئت علمی»، «3. دانشجویان»، و «6. دانش‌آموختگان»– می‌توان مواردی برای افزایش کفایت و جامعیت ملاک‌ها و نشانگرهای ارزیابی بیرونی افزود.

کلیدواژه‌ها

عنوان مقاله [English]

Accreditation of Factors, Criteria and Indicators for External Evaluation of Education Departments in Public Universities of Tehran

نویسندگان [English]

  • Amir Rajaee 1
  • Mohammad Yamanidouzi Sorkhabi 2
  • Abasalt Khorasani 3
  • Morteza Reazaeezadeh 4
1 Ph.D. Candidate in Higher Education Development Planning, Department of Education, Faculty of Education and Pyschology, Shahid Beheshti University, Tehran, Iran
2 Professor, Department of Education, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran
3 Associate Professor, Department of Education, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran
4 Assistant Professor, Department of Education, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran
چکیده [English]

Objective: Today, most countries have a lot of emphasis on quality assurance mechanisms in higher education. One of these mechanisms is external evaluation. Despite the emphasis of upstream documents on the need to provide a framework for the establishment of a quality assurance system and, consequently, the implementation of external evaluation in higher education, so far little has been done to carry out external evaluation in the country. Therefore, in the current study, it has been attempted to validate and weigh the "factors, criteria and indicators" for external evaluation in education departments in public universities in Tehran according to experts' opinion.
Materials: To this end, a quantitative approach, descriptive-survey method and questionnaire were used. The results of the questionnaire were analyzed by Cronbach's alpha and combined reliability through the use of PLS statistical software. The content and face validity of the questionnaire were also evaluated according to the opinion of the supervisors and consultants and the initial interviewers. Structural validity was calculated and confirmed by factor analysis using PLS software. Also, reliability was calculated and confirmed by the Cronbach's alpha test and the composite reliability index.
Results and Discussion: The findings indicated that except for the criterion "1.6. department regulations and approvals" and indicators like "1.2.5. faculty members' satisfaction with department manager", and "1.2.6. student satisfaction with department manager", and "3.1.3. proportionality of number of admissions with the capacity of department training courses" the other criteria and indicators presented (27 out of 28 criteria and 74 out of 77 indicators) for evaluating the external factors of education departments in public universities of Tehran were valid and reliable, and consequently, they had the optimum level of completeness and adequacy. Also, the importance and weight of each indicator and criterion were determined based on factor load, which could be used to prioritize them in evaluating each factor.
It is worth noting that at the end of the questionnaire, a section was designed for participants to provide their suggestions to be added to the list of the aforementioned factors, criteria and indicators. At the end, their suggestions were presented. In their view, except for the factors "4. courses and curriculum implemented" and "5. teaching-learning process", we can add some items to the other factors –i.e. "1.objectives, organizational position, management and organization", "2. faculty", "3. students", and "6. graduates"- in order to increase the adequacy and consistency of external evaluation criteria and indicators.

کلیدواژه‌ها [English]

  • external evaluation in higher education
  • accreditation in higher education
  • education departments
  • Tehran public universities

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