واكاوي تجارب زيسته دانش‌آموزان دختر پايه ششم ابتدايي از آزمون‌هاي عملكردي

Traditional paper-an‎d-pencil tests are inadequate for assessing the higher-order thinking skills required in contemporary education. In light of the deman‎ds of the twenty-first century an‎d the urgent need for innovative approaches—such as performance test, which serves assessment for learning an‎d is effective in eva‎luating higher-level cognitive processes—the implementation of such assessments is essential for measuring learners’ ability to apply knowledge in real-life contexts. This shift can address part of the criticism directed at general education. Accordingly, this qualitative phenomenological study aimed to gain an in-depth understan‎ding of the positive an‎d negative lived experiences of sixth-grade female students in Ben County regarding various types of performance-based assessments, including: work sample, simulations, identification, an‎d written performance assessments. Participants were selec‎ted through purposive an‎d snowball sampling, an‎d data were collected via semi-structured interviews with 23 students, continuing until theoretical saturation was achieved. Data were analyzed using Brawn an‎d Clarke’s thematic analysis method. The findings indicate that participants’ positive experiences reflect the capacity of all identified forms of performance tests to create opportunities for diverse types of learning an‎d the practice of essential skills, as well as highlighting the facilitative an‎d motivational role of teachers throughout the assessment process. However, students’ negative experiences revealed challenges related to assessment implementation, test-taker factors, an‎d limitations in facilities, resources, an‎d instructional support. In conclusion, all forms of performance tests proved effective in realizing the principle of “assessment for learning” an‎d in fostering lifelong learners. Nevertheless, achieving higher-quality outcomes requires careful attention to implementation nuances, the development of comprehensive guidelines, teacher empowerment, an‎d the provision of adequate resources an‎d support.

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