Literacy Model of assessment and evaluation of primary school teachers' curriculum: Meta-combination based on Erwin's Model

Document Type : Scientific Articles

Authors

1 Doctoral student of Curriculum Planning, Department of Educational Sciences, Torbat Heydarieh Branch, Islamic Azad University, Torbat Heydarieh, Iran.

2 Associate Professor, Department of Educational Sciences, Torbet Heydarieh Branch, Islamic Azad University, Torbet Heydarieh, Iran.

3 Associate Professor of Medical Sciences Research Center, Torbat Heydarieh University of Medical Sciences, Razavi Khorasan, Iran.

Abstract

The purpose of the current research was to identify the dimensions and components of the literacy model of assessment and evaluation of the curriculum of primary school teachers. The approach of the current research was qualitative and its meta-composite method was based on the model of Erwin et al. (2011). The research community consisted of 174 scientific-research articles published in reputable scientific journals, which were in the field of literacy assessment and evaluation of teachers and providing models in this field between 2010 and now. The research sample included 39 researches that were purposefully collected and selected based on thematic data monitoring. The research data were collected from the qualitative analysis of the studied documents: based on the analysis of the data, the dimensions and components of the teacher's curriculum assessment and evaluation literacy model were classified into 5 dimensions and 18 axes. These dimensions include the knowledge of the curriculum elements (including the axes of knowledge regarding the content, goals, approaches of education, the knowledge of the learners, the space and place of the program, the time and the knowledge of educational evaluation), meta-knowledge (including the axes of perceptual knowledge and knowledge management), knowledge of the program Curriculum planning (including the axes of knowledge of program design and compilation, knowledge of curriculum dissemination, knowledge of implementing curricula and knowledge of curriculum evaluation), background knowledge (including axes of cultural-social knowledge, professional skills) E-organizational and factors and indicators affecting teacher evaluation) and humanistic knowledge (including the axes of interactive knowledge and emotional knowledge).

Keywords

References

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Journal of Educational Psychology Studies
Volume 19, Issue 48
February 2023
Pages 38-15

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