A professor at Farhangian University explained the problems and issues of evaluation in the post-corona situation and offered solutions to solve these problems.
Mohammad Faqiri in an interview with ISNA, In this regard, he stated: Perhaps it can be said that evaluation in Iran has been more important than education itself. It is natural that a culture that is goal-oriented, thinks more about the result than the process, looks at mechanical education, and gradually provides the basis for memory-based, volume-oriented, and quantity-oriented education.
He added: “Evaluation is more important than education is a painful issue and all departments and organizations, and at the top of them, education and higher education are worried that students will not get the necessary grades and satisfaction.”
The professor of Farhangian University, stating that this approach is more of a psychological tendency than a scientific approach and arises from issues of emotional intelligence to analytical and reflective intelligence and is mixed with categories such as fear of obstacles, said: In societies that are traditional, oral culture They have, they think less, and their approach to life is goal-oriented rather than product-oriented, and we see more of that happening. Changing this paradigm is simply not possible because it is a behavior change and requires many years of training.
Poor about whether this fear of obstruction can be overcome? He stated: until there is no alternative or attitude does not change, it is difficult to change this trend. The horror of evaluation is unfortunately more than education itself, and overcoming the barrier of evaluation is considered illiteracy. We are afraid of illiteracy, of course at the level of knowledge, understanding, and we summarize literacy more on these two levels; In the Bloom Pyramid, knowledge accounts for 12 percent and comprehension for 8 percent.
He continued: In the Bloom Pyramid, the level of application is 24%, analysis is 32%, composition is 16% and evaluation is 8 or 8 shares; These are considered high levels of thinking while they do not play much of a role in our education. Most of our training remains at the same level as the first two. These criteria must first be considered in education and then crystallized in a variety of continuous and final evaluations. There is no such approach in our education and most of our attention is on the first two levels.
This professor of Farhangian University explained the reason for the absence of this issue in our educational system and said: I think our main problem is the issue of intelligence. We do not take intelligence, that is, talent, ability, and skill, in all its aspects and types at all. We are weak in basic intelligence, that is, linguistic intelligence; As a result, processing and coding power is weak, and we are basically unable to obtain or create a proper analysis and synthesis of what we read. Linguistic intelligence is the power of processing and thinking that is done with the help of words and sentences.
He continued: “In fact, our problem is in evaluation, cultural and linguistic.” Many issues and problems are basically linguistic and cultural, and if we look closely, they are rooted in language and culture. The culture of reform and language must be strengthened; Poor language and vocabulary do not provide the necessary processing and mental strength for education.
Pointing out that weak language and mind have less ability to process and think, and this is a very important issue, Faqiri said: “Our cultural view of education and evaluation is instrumental and mechanical, and we want science for another purpose;” Of course, this approach also exists to some extent in developed countries, but they do not look at books and culture as mere tools; Another is that they use many skills in education, for example, they change the pattern and method of teaching and do not use only the transitional pattern and the explanatory method.
Students have difficulty understanding and coding concepts
He added: “The issue of language intelligence in Iran has received very little attention; Teachers are not very familiar with the stylistics and stylistic analysis of textbooks, students have difficulty in understanding and coding concepts and content, and we do not have a specific plan for all this problem and problem and we have become everyday.
This professor of Farhangian University offered solutions to improve the evaluation approach and said: we should pay more attention to the process than the product and to learning more than knowledge transfer. If a student memorizes the entire book and empties the exam paper, it does not necessarily mean that he or she is literate. Literacy is defined at high levels of thinking; For example, analysis according to Bloom’s pyramid includes one third of training and evaluation.
Evaluations should be qualitative
Poor in response to what we should do in the post-corona situation? He said: we should pay more attention to the activities of application, analysis, composition and evaluation levels, even open the questions of the book and do not be afraid of fraud. We need to change our approach to assessment from quantitative to qualitative, and not worry so much about transmitting and preserving the curriculum, and not create stress and anxiety for students.
He added: “If we think a little, we will realize that in the last few decades we have been thinking more about the transfer of knowledge.” Our biological experience shows that we have learned less from school and university to live; For example, the school has not taught us how to solve problems; After school, we do not read, write or think, we only fill the memory with knowledge and information and empty it in various exams such as entrance exams.
This professor of Farhangian University stated that of course, considering that our students are trained in a memory-based educational system, it is very difficult to make a qualitative evaluation because our children do not have much tendency to analyze, think and reflect and enjoy thinking. “It is natural that someone who has maintained for so many years and has so-called studied, can not keep up with quality evaluation now,” he said.
Faqiri continued: the only solution is to adjust the current situation; For example, combined evaluation may be a better option. It is better to create a new approach through dialogue and interaction. A problem has more than one solution, and we’d better try different solutions to that problem as well. Let’s not just look at it through our own eyes. We need to see what our colleagues and students think about this. Departments and organizations should not impose their opinion and should not act from top to bottom.
According to him, it is better to try different solutions and benefit from the teachings of other countries in this field.
End of message