نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش زیست شناسی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران
2 دبیر رسمی آموزش و پرورش، آموزش و پرورش شهرستان های استان تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Objective: This study aims to analyze the role of educational assessment in shaping students’ academic progress in Biology. By examining the performance of different provinces across the country during 2022, the research seeks to clarify how assessment practices relate to learning outcomes. In the educational process, assessment functions beyond grading; it provides feedback on whether instructional goals are being achieved, highlights students’ learning needs, and supports teachers in adjusting teaching strategies. When assessment is systematic and aligned with curriculum objectives, it can help identify gaps in students’ understanding and inform improvements in educational programs. Given persistent challenges in Biology education—such as students’ difficulty developing a coherent, connected understanding of curriculum content—this study specifically evaluates how assessment may influence students’ academic results. The overarching goal is to determine whether stronger assessment practices correspond to higher academic performance, and whether weaker implementation may be associated with learning decline.
Method: The necessary data were obtained through the databases of provincial educational secretariats. These sources provided relevant indicators reflecting students’ achievement levels and assessment outcomes. To strengthen the interpretation of the quantitative results, expert opinions were also collected. Combining database records with expert perspectives allows for a more nuanced analysis of provincial differences and provides additional context regarding how assessment might be implemented in practice.
Results: The findings indicate that provinces such as Semnan and Fars, which recorded higher pass rates and better average scores, have achieved more favorable outcomes in the assessment process. This pattern suggests that assessment procedures—possibly including consistency, accuracy, and alignment with learning objectives—may contribute to improved student performance. Conversely, provinces showing weaker performance appear to face challenges that could involve gaps in assessment approaches, limited instructional support, or insufficient integration between teaching and evaluation. In such contexts, targeted enhancements in both assessment and teaching methods may be necessary.
Conclusions: Overall, this study highlights the importance of continuous and precise assessment in education and examines potential connections between academic decline and the existing assessment system. The results are expected to offer valuable insights for educational policymakers and stakeholders, supporting efforts to refine teaching and assessment practices. Ultimately, improved assessment and instructional alignment can enhance the quality of learning in Biology and help students achieve stronger academic outcomes.
کلیدواژهها [English]
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