Investigating the Obstacles and Challenges of Implementing Student Learning Assessment Methods of Farhangian University of Yazd in Corona from the Perspective of Professors and Student Teachers in the academic year of 2020-2021

Document Type : Original Research

Authors

1 Faculty member of Farhangian University

2 PhD student in Educational Psychology, Shahid Chamran University, Ahvaz

3 Associate Professor, Faculty of Psychology, Educational Sciences, Yazd University

Abstract

The aim of this study was to determine the barriers and challenges of implementing student learning assessment methods in corona conditions from the perspective of Farhangian University professors and students in the academic year of 2020-2021 at the same time with the outbreak of Covid 19 disease and virtualization of education. The method of the present study was applied in terms of purpose. It was a descriptive research of causal-comparative type in terms of nature. The statistical population in this study included all professors and student-teachers of Farhangian University of Yazd in the number of 2400 people. Using available sampling method and based on Morgan's table, 106 professors and 332 student teachers completed the questionnaire. The instrument used in this study was a researcher-made questionnaire that was used after confirming its validity and reliability. To analyze the data, firstly, by using tables and graphs, a summary of the attitude of the respondents according to the different groups studied regarding the obstacles and challenges of learning measurement methods in the Corona situation was described and then, the research data using the Mann-Whitney U Test was analyzed. The results showed that there was no significant difference between the views of professors and student-teachers about the barriers and challenges of learning assessment methods in coronary conditions, but according to the average of respondents to each of the items, there are many challenges in virtual assessment that should be taken into consideration according to the results of this research.

Keywords

Theory and Practice in Teachers Education
Volume 10, Issue 17
April 2024
Pages 144-127

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History

  • Receive Date: 29 April 2022
  • Revise Date: 13 May 2023
  • Accept Date: 17 September 2023

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