Assessment in Arabic language learning as a foreign language (Arabic as a Foreign Language) is currently undergoing a significant paradigm shift. This transformation is influenced by the development of digital technology, the utilization of Artificial Intelligence (AI), and the implementation of the Merdeka Curriculum in Indonesia, which emphasizes flexibility, differentiation, and learning personalization. This article presents a Systematic Literature Review (SLR) aimed at identifying, examining, and synthesizing developments, innovations, methodological approaches, and various challenges in the assessment of the four Arabic language skills, namely listening, speaking, reading, and writing, during the period from 2020 to early 2026. The review employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol to identify and analyze relevant literature. The findings indicate a shift from conventional evaluation systems based on discrete tests toward the implementation of Technology-Enhanced Assessment (TEA) and more authentic forms of assessment. The literature synthesis reveals several key findings. First, diagnostic assessment, encompassing both cognitive and non-cognitive aspects, plays an important role in designing differentiated learning within the framework of the Merdeka Curriculum. Second, the development of assessment instruments for Arabic language maharah is increasingly oriented toward measuring higher-order thinking skills (Higher Order Thinking Skills/HOTS). Third, the utilization of Generative AI, including ChatGPT, as well as various gamification-based learning platforms, has introduced new approaches to providing faster, more adaptive, and interactive feedback. Based on the synthesis, the effectiveness of modern assessment is not determined solely by the sophistication of the technology employed, but also by the alignment between technology and pedagogical objectives, the transparency of assessment procedures, and its ability to comprehensively represent learners' communicative competence while maintaining the principles of academic integrity.
Nurses delivered much of the direct care to COVID-19 patients and were repeatedly exposed to death, infection risk, and shortages of equipment, yet little is known about how Pakistani nurses experienced and managed posttraumatic stress symptoms (PTSS). This qualitative study explored PTSS, experiences of trauma, perceived psychological impact, and coping strategies among nurses who cared for COVID-19 patients during peak pandemic waves. Eight registered nurses working in COVID wards and intensive care units of public hospitals in Islamabad and Rawalpindi were recruited through purposive sampling and took part in individual semi-structured interviews conducted in Urdu and basic English. Data were analysed using Braun and Clarke’s thematic analysis. Four themes were generated: (a) symptoms related to trauma (altered sleep, changes in temperament, emotional reactivity, diminished interest in social life, flashbacks); (b) threats and stress due to COVID-19 (increased workload, direct threat to self and others, sense of isolation, lack of knowledge and equipment); (c) psychological impact of trauma (increased mental health concerns, burnout and compassion fatigue, elevated death anxiety, lack of optimism about the future); and (d) strategies to cope (sharing workload with the team, emotional support from colleagues). Seven of eight nurses described flashbacks, and accounts spanned several DSM-5 symptom clusters, although no diagnostic assessment was used. Peer teamwork and emotional support were the only coping resources reported, and no participant had received formal counselling. Peer solidarity seems to have been an informal resource of resilience where organizational support was absent and institutional psychological services should be built around it.
This study examined teachers' readiness, attitudes, challenges, lived experiences, and assessed effectiveness of the Academic Recovery and Accessible Learning (ARAL) Program in the Division of Bohol during School Year 2026–2027 as a basis for a comprehensive action plan. Anchored in program implementation, reading readiness, constructivist, and sociocultural learning perspectives, the study employed an explanatory sequential mixed-method design involving 277 Grade 7 ARAL teachers from 129 public secondary schools. Data were collected using a validated researcher-developed questionnaire and semi-structured interviews and analyzed through descriptive statistics, multiple regression, and thematic analysis. Findings revealed high teacher readiness (M = 3.16), highly favorable attitudes (M = 3.22), highly encountered challenges (M = 2.88), and highly assessed program effectiveness (M = 3.08). Regression analysis showed that readiness, attitudes, and challenges significantly predicted assessed effectiveness (R² = 0.643, p < .001), explaining 64.3% of its variance, with attitudes emerging as the strongest predictor. Teachers reported challenges involving limited instructional time, inadequate resources, additional workloads, irregular learner attendance, and insufficient parental support. Qualitative findings highlighted differentiated instruction, diagnostic assessment, collaboration, and adaptive teaching practices as coping mechanisms. The study concluded that teacher preparedness, positive attitudes, and effective challenge management were essential to ARAL implementation. It recommended continuous professional development, adequate resources, flexible scheduling, stronger stakeholder collaboration, and regular monitoring. The study supported Sustainable Development Goal 4 (Quality Education) and SDG 17 (Partnerships for the Goals) by promoting equitable learning recovery and collaborative educational interventions. Its sustainability contribution emphasized institutional capacity building, educational continuity, and strengthened stakeholder participation for long-term program implementation.
The rapid proliferation of generative artificial intelligence in educational contexts has transformed how students encounter academic content, yet a fundamental question remains underexamined: Do English as a Foreign Language (EFL) learners possess the critical literacy competencies needed to evaluate AI-generated texts? This study investigated whether students in Morocco’s Classes Préparatoires aux Grandes Écoles (CPGE)—one of the nation’s most academically selective post-secondary programs—demonstrate readiness for AI-era literacy demands. We developed a diagnostic assessment instrument, the Critical Reading Diagnostic Assessment (CRDA), designed to mirror common characteristics of AI-generated academic content: a confident, authoritative tone, a logical structure with subtle gaps, claims requiring verification, and culturally embedded assumptions. Thirty first-year CPGE students (M age = 18.6 years) evaluated argumentative passages across five critical dimensions: argument identification, evidence evaluation, assumption recognition, multi-source synthesis, and source criticism. Metacognitive self-assessment data were also collected. Results revealed systematic evaluation failures across all dimensions, with mean accuracy rates of only 18–39% and large effect sizes confirming substantial deficits (d = 1.11–2.25). Metacognitive analysis showed that students overestimated their abilities by 11–38 percentage points across all dimensions, indicating profound self-assessment inaccuracies.
Epistemic integration offers a way to specify the intellectual demands of vocational undergraduate study: students use concepts and evidence to justify a professional decision. This article develops that argument through a conceptual synthesis, two national teaching standards, and descriptive statistics from five education bulletins. China's vocational undergraduate enrollment rose from 129,300 in 2021 to 518,300 in 2025 as the number of providers increased from 32 to 87. Private institutions accounted for 68.8% of providers at the start of the period and 27.6% at its end. Against this changing institutional background, the proposed assessment procedure follows a student's reasoning through the framing of a problem, explanation of choices, verification of results, and application to changed conditions. Occupational performance and intellectual justification receive separate judgments based on evidence from the same learner and task. Curriculum coherence, joint educational provision, progressive practice, and teaching team capability form the organizational basis for this work. Their 24 diagnostic indicators connect program arrangements to evidence of learning. Three propositions specify how task design, guidance, and responsibility for review are expected to support integration. The research agenda concerns the consistency of these judgments and their use in improving subsequent learning opportunities.
Curriculum changes in Indonesia place assessment as a key supporting factor in the learning process, as it provides authentic information on student competency development and helps teachers design more effective and targeted learning. This study aims to describe the English language assessment process in the Merdeka curriculum, which includes diagnostic, formative, and summative assessments. The approach used included a literature review, gathering information through exploration of various sources. Content analysis was used to analyze the data. The research findings revealed that in addition to the form of English assessment, there were also changes in assessment: non-cognitive diagnostic assessment and cognitive assessment were removed at the beginning of the 2021 Merdeka curriculum implementation in the second year, 2022. Formative and summative assessments were then continued in the first year of the Merdeka curriculum implementation in 2021 until 2025 using an in-depth learning approach. Formative assessments are conducted during the learning process, while summative assessments are conducted after a certain learning period. Teachers must conduct diagnostic, formative, and summative assessments to understand the strengths and weaknesses of student learning throughout the learning process and adapt teaching to each student's abilities and characteristics. The research results can be used as a reference for implementing assessment in the Merdeka curriculum
The development of digital technology requires Islamic Religious Education (IRE) to accommodate students’ diverse potentials and foster creativity, including in Akhlak learning, which is often delivered through conventional approaches. This study aims to describe the planning and implementation of digital technology-based product differentiation, identify the forms and quality of students’ products, analyze the development of creativity, and examine the supporting and inhibiting factors at SMAN 1 Majalengka. The study employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with one IRE teacher and six eleventh-grade students, and documentation of instructional materials and students’ digital works. Data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that instruction was systematically planned through diagnostic assessment, product choices, and assessment rubrics. Implementation resulted in short films, educational videos, and digital posters that represented students’ understanding of moral values. Creativity was reflected in the development of originality, flexibility, elaboration, and fluency of thinking. Teachers’ technological competence, students’ enthusiasm, and a collaborative learning environment supported implementation, while limited time and technical constraints remained challenges. This study provides practical insights into implementing digital product differentiation to foster creativity in Islamic Religious Education. ABSTRAK Perkembangan teknologi digital menuntut pembelajaran Pendidikan Agama Islam (PAI) yang mampu mengakomodasi keberagaman potensi siswa dan mengembangkan kreativitas, termasuk pada materi Akhlak yang cenderung disampaikan secara konvensional. Penelitian ini bertujuan mendeskripsikan perencanaan dan pelaksanaan pembelajaran berdiferensiasi produk berbasis teknologi digital, mengidentifikasi bentuk dan kualitas produk siswa, menganalisis perkembangan kreativitas, serta mengungkap faktor pendukung dan penghambat implementasinya di SMAN 1 Majalengka. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan satu guru PAI dan enam siswa kelas XI, serta dokumentasi perangkat pembelajaran dan karya digital. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran direncanakan secara sistematis melalui asesmen diagnostik, pilihan produk, dan rubrik penilaian. Pelaksanaannya menghasilkan film pendek, video edukasi, dan poster digital yang merepresentasikan pemahaman nilai Akhlak. Kreativitas siswa tampak pada perkembangan orisinalitas, keluwesan ide, elaborasi, dan kelancaran berpikir. Kompetensi teknologi guru, antusiasme siswa, serta lingkungan kolaboratif mendukung implementasi, sedangkan keterbatasan waktu dan kendala teknis menjadi hambatan. Penelitian ini memberikan gambaran praktis penerapan diferensiasi produk digital untuk mengembangkan kreativitas siswa dalam pembelajaran PAI.
This study aims to analyze the implementation of Deep Learning based on Teaching at the Right Level (TaRL) in creating meaningful learning in elementary schools. The diversity of students’ abilities requires teachers to provide learning experiences that are appropriate to students’ initial competencies, needs, and characteristics. TaRL focuses on identifying students’ actual learning levels through diagnostic assessment, flexible grouping, and appropriate learning interventions, while Deep Learning emphasizes three main principles: mindful, meaningful, and joyful learning. This study uses a literature review method to examine various previous studies on the implementation of Deep Learning based on Teaching at the Right Level (TaRL) in fostering meaningful learning in elementary schools. The findings indicate that the integration of TaRL and Deep Learning can support differentiated learning by aligning learning materials, activities, media, and assistance with students’ ability levels. Previous studies also report improvements in learning outcomes, student engagement, motivation, conceptual understanding, and participation. However, its implementation faces several challenges, including the accuracy of diagnostic assessments, limited instructional time, large class sizes, teacher readiness, preparation of differentiated learning resources, and students’ and parents’ acceptance of ability-based grouping. Therefore, the integration of Deep Learning and TaRL has the potential to create adaptive, active, contextual, and meaningful learning experiences in elementary schools through continuous assessment, flexible grouping, appropriate learning strategies, and strong teacher and school support.
هدف این پژوهش تحلیل اجرای یادگیری عمیق مبتنی بر آموزش در سطح مناسب (Teaching at the Right Level یا TaRL) در ایجاد یادگیری معنادار در مدارس ابتدایی است. تنوع تواناییهای دانشآموزان ایجاب میکند که معلمان تجربیات یادگیری متناسب با شایستگیهای اولیه، نیازها و ویژگیهای دانشآموزان فراهم کنند. TaRL بر شناسایی سطح واقعی یادگیری دانشآموزان از طریق ارزیابی تشخیصی، گروهبندی انعطافپذیر و مداخلات آموزشی مناسب تمرکز دارد، در حالی که یادگیری عمیق سه اصل اصلی را مورد تأکید قرار میدهد: یادگیری آگاهانه، معنادار و لذتبخش. این پژوهش با استفاده از روش مرور ادبیات به بررسی مطالعات پیشین درباره اجرای یادگیری عمیق مبتنی بر آموزش در سطح مناسب (TaRL) در تقویت یادگیری معنادار در مدارس ابتدایی میپردازد. یافتهها نشان میدهد که ادغام TaRL و یادگیری عمیق میتواند از یادگیری تفکیکی با همسویی مواد آموزشی، فعالیتها، رسانهها و حمایتها با سطح توانایی دانشآموزان حمایت کند. مطالعات پیشین همچنین بهبود در نتایج یادگیری، مشارکت دانشآموزان، انگیزش، درک مفهومی و حضور را گزارش کردهاند. با این حال، اجرای آن با چالشهایی همچون دقت ارزیابیهای تشخیصی، محدودیت زمان تدریس، تعداد زیاد دانشآموزان در کلاس، آمادگی معلمان، تهیه منابع یادگیری تفکیکی و پذیرش گروهبندی مبتنی بر توانایی توسط دانشآموزان و والدین مواجه است. بنابراین، ادغام یادگیری عمیق و TaRL این پتانسیل را دارد که از طریق ارزیابی مستمر، گروهبندی انعطافپذیر، راهبردهای یادگیری مناسب و حمایت قوی معلم و مدرسه، تجربیات یادگیری سازگار، فعال، زمینهمند و معنادار را در مدارس ابتدایی ایجاد کند.
Heterogeneous grouping with identical worksheets did not accommodate the diverse learning readiness of fourth-grade students in Pancasila Education. More capable students became peer tutors, less ready students relied on them, and the teacher struggled to focus guidance. This classroom action research aimed to improve mastery learning on rules in the surrounding environment through Teaching at the Right Level with homogeneous grouping based on learning readiness. The study was conducted at UPTD SDN Keleyan 1 in two cycles, each consisting of one meeting, with 24 fourth-grade students. Worksheets were tiered by readiness in both cycles; in cycle 1 they were completed in groups of 4–5 and in cycle 2 in pairs. Data were collected through a diagnostic assessment and end-of-cycle tests and analyzed descriptively. Mastery learning was 54.17% at baseline and fell to 29.17% in cycle 1 because students were not yet accustomed to homogeneous grouping and some worked half-heartedly; it then rose to 91.67% in cycle 2. Mean scores were 66.25, 52.29, and 83.33. Readiness-based homogeneous grouping in small groups effectively improved mastery learning.
گروهبندی ناهمگن با برگههای کار یکسان، تنوع آمادگی یادگیری دانشآموزان پایه چهارم در آموزش پاندچاسیلا را در نظر نمیگرفت. دانشآموزان توانمندتر به عنوان همیار آموزشی عمل میکردند، دانشآموزان با آمادگی کمتر به آنها متکی میشدند و معلم در هدایت متمرکز با دشواری مواجه بود. این پژوهش اقدامپژوهی کلاسی با هدف ارتقای موفقیت تحصیلی در زمینه قوانین محیط پیرامون از طریق آموزش در سطح مناسب با گروهبندی همگن بر اساس آمادگی یادگیری انجام شد. این مطالعه در دبستان UPTD SDN Keleyan 1 در دو چرخه، هر یک شامل یک جلسه، با حضور ۲۴ دانشآموز پایه چهارم اجرا گردید. برگههای کار در هر دو چرخه بر اساس آمادگی، سطحبندی شده بودند؛ در چرخه اول به صورت گروههای ۴ تا ۵ نفره و در چرخه دوم به صورت دو نفره تکمیل شدند. دادهها از طریق ارزیابی تشخیصی و آزمونهای پایان چرخه گردآوری و به صورت توصیفی تحلیل شدند. موفقیت تحصیلی در آغاز ۵۴٫۱۷٪ بود و در چرخه اول به ۲۹٫۱۷٪ کاهش یافت، زیرا دانشآموزان هنوز به گروهبندی همگن عادت نکرده بودند و برخی با بیانگیزگی کار میکردند؛ سپس در چرخه دوم به ۹۱٫۶۷٪ افزایش یافت. میانگین نمرات به ترتیب ۶۶٫۲۵، ۵۲٫۲۹ و ۸۳٫۳۳ بود. گروهبندی همگن بر اساس آمادگی در گروههای کوچک به طور مؤثری موفقیت تحصیلی را بهبود بخشید.
This article examines the theoretical and methodological foundations for improving the development of students’ communicative competence in Russian as a foreign language through interactive and digital technologies. The study draws on communicative language teaching, the action-oriented approach, constructivism, collaborative learning, and the updated CEFR model. The CEFR Companion Volume conceptualizes language use through reception, production, interaction, and mediation and gives explicit attention to online interaction and collaborative meaning-making. On this basis, the article proposes a cyclical methodology consisting of diagnostic assessment, linguistic scaffolding, an authentic communicative task, role-play or problem-based interaction, collaborative mediation, reflection, and criteria-based formative assessment. The analysis suggests that the effectiveness of interactive technology depends less on the tool itself than on its pedagogically coherent connection to communicative goals, learners’ proficiency, language material, and feedback. In higher education, a systematic combination of role-play, debate, jigsaw tasks, case studies, project work, peer feedback, LMS forums, collaborative documents, and video/audio assignments can shift students from passive knowledge reception toward active participation as social agents.
این مقاله به بررسی مبانی نظری و روششناختی بهبود توسعه شایستگی ارتباطی دانشجویان در زبان روسی به عنوان زبان خارجی از طریق فناوریهای تعاملی و دیجیتال میپردازد. این پژوهش بر آموزش زبان مبتنی بر ارتباط، رویکرد کنشمحور، سازندهگرایی، یادگیری مشارکتی و مدل بهروزشده CEFR تکیه دارد. جلد همراه CEFR استفاده از زبان را از طریق دریافت، تولید، تعامل و میانجیگری مفهومسازی میکند و توجه صریحی به تعامل آنلاین و ساخت مشترک معنا دارد. بر این اساس، مقاله یک روششناسی چرخهای شامل ارزیابی تشخیصی، حمایت زبانی، یک تکلیف ارتباطی اصیل، ایفای نقش یا تعامل مبتنی بر مسئله، میانجیگری مشارکتی، بازتاب و ارزیابی تکوینی مبتنی بر معیارها پیشنهاد میکند. تحلیلها نشان میدهد که اثربخشی فناوری تعاملی کمتر به خود ابزار وابسته است و بیشتر به پیوند منسجم آموزشی آن با اهداف ارتباطی، سطح مهارت زبانآموزان، مواد زبانی و بازخورد بستگی دارد. در آموزش عالی، ترکیب نظاممند ایفای نقش، مناظره، تکالیف جورچین، مطالعات موردی، کار پروژهای، بازخورد همتایان، انجمنهای LMS، اسناد مشارکتی و تکالیف ویدئویی/صوتی میتواند دانشجویان را از دریافت منفعلانه دانش به سوی مشارکت فعال به عنوان عاملان اجتماعی سوق دهد.
Background Receiving a cancer diagnosis frequently evokes a wide range of emotions. Emotions may help to cope with cancer: these are adaptive emotions. When emotions become disproportionate to the situation or interfere with functioning, emotions are maladaptive. According to the network theory of mental disorders, symptoms are reciprocally associated with each other; if there are strong connections between symptoms, the symptom network remains activated. A strongly connected network indicates maladaptive emotions. Objective To examine whether patients with cancer with maladaptive emotions are characterized by stronger associations among emotional (and among emotional and cancer-treatment-related) symptoms as compared to patients with adaptive emotions. Methods Patients with cancer (n = 132) completed Ecological Momentary Assessments for 14 days, 5 times a day, 3–7 months after start of systemic treatment. Patients were categorized as having adaptive or maladaptive emotions, based on a reference standard (psychiatric diagnostic assessment or self-reported subjective need for professional mental healthcare). Multilevel Vector Autoregression models were built in R (mlVAR package), and associations among symptoms in networks were compared (mnet package). Results Patients with maladaptive emotions did not show stronger associations among symptoms than patients with adaptive emotions. This result of no statistically significant differences was consistently found for both emotional and cancer-treatment-related symptoms, both reference standards (psychiatric diagnostic assessment and subjective need for professional mental health care), and both contemporaneous and temporal networks (maximal edge differences ≤0.14). Conclusion Contrary to our hypothesis, associations among emotional symptoms and of emotional and cancer-treatment-related symptoms were not stronger in patients with maladaptive emotions, as compared to patients with adaptive emotions. This raises doubts about the validity of network theory as an explanation for maladaptive emotions in patients with cancer. Since network strength did not differentiate between adaptive and maladaptive emotions, clinical assessment should continue to be guided by symptom intensity, patient functioning, and the expressed need for mental health care.
زمینه: دریافت تشخیص سرطان اغلب طیف وسیعی از هیجانها را برمیانگیزد. هیجانها میتوانند به مقابله با سرطان کمک کنند؛ اینها هیجانهای سازگارانه هستند. زمانی که هیجانها نسبت به موقعیت نامتناسب شده یا در عملکرد اختلال ایجاد کنند، هیجانها ناسازگارانه محسوب میشوند. بر اساس نظریه شبکهای اختلالات روانی، نشانهها به طور متقابل با یکدیگر مرتبط هستند؛ اگر ارتباطات قوی میان نشانهها وجود داشته باشد، شبکه نشانهها فعال باقی میماند. یک شبکه با پیوندهای قویتر نشاندهنده هیجانهای ناسازگارانه است. هدف: بررسی اینکه آیا بیماران مبتلا به سرطان با هیجانهای ناسازگارانه، با ارتباطات قویتر میان نشانههای هیجانی (و همچنین میان نشانههای هیجانی و نشانههای مرتبط با درمان سرطان) نسبت به بیماران با هیجانهای سازگارانه مشخص میشوند یا خیر. روشها: بیماران مبتلا به سرطان (n = 132) به مدت ۱۴ روز، روزانه ۵ بار، ۳ تا ۷ ماه پس از شروع درمان سیستمیک، ارزیابیهای لحظهای بومشناختی را تکمیل کردند. بیماران بر اساس یک معیار مرجع (ارزیابی تشخیصی روانپزشکی یا نیاز ذهنی خوداظهاری به مراقبت حرفهای سلامت روان) به دو گروه هیجانهای سازگارانه یا ناسازگارانه تقسیم شدند. مدلهای رگرسیون برداری خودبازگشتی چندسطحی در نرمافزار R (بسته mlVAR) ساخته شد و ارتباطات میان نشانهها در شبکهها مقایسه شد (بسته mnet). یافتهها: بیماران با هیجانهای ناسازگارانه ارتباطات قویتری میان نشانهها نسبت به بیماران با هیجانهای سازگارانه نشان ندادند. این نتیجه که تفاوت آماری معناداری وجود ندارد، به طور مداوم برای هر دو دسته نشانههای هیجانی و نشانههای مرتبط با درمان سرطان، هر دو معیار مرجع (ارزیابی تشخیصی روانپزشکی و نیاز ذهنی به مراقبت حرفهای سلامت روان) و هر دو نوع شبکه همزمان و زمانی مشاهده شد (حداکثر تفاوت لبهها ≤0.14). نتیجهگیری: برخلاف فرضیه ما، ارتباطات میان نشانههای هیجانی و همچنین میان نشانههای هیجانی و نشانههای مرتبط با درمان سرطان در بیماران با هیجانهای ناسازگارانه نسبت به بیماران با هیجانهای سازگارانه قویتر نبود. این یافته اعتبار نظریه شبکهای را به عنوان توضیحی برای هیجانهای ناسازگارانه در بیماران مبتلا به سرطان زیر سؤال میبرد. از آنجا که قدرت شبکه بین هیجانهای سازگارانه و ناسازگارانه تفاوتی نداشت، ارزیابی بالینی باید همچنان بر شدت نشانهها، عملکرد بیمار و نیاز ابراز شده به مراقبت سلامت روان مبتنی باشد.
Students’ understanding of atomistic concepts remains a central challenge in chemistry education, specifically because it requires the articulation between macroscopic, submicroscopic, and symbolic representations. This study assessed Moroccan upper secondary students’ understanding of atomistic concepts, combined with the investigation of learning practices associated with their scores. The instrument (32 items) showed satisfactory internal consistency, strong item discrimination, and appropriate range of item difficulty. Students’ scores were moderate, with significant differences by grade level and academic track, digital tool, tutoring type, and selfassessment. Exploratory factor analysis suggested a three-dimensional construct involving structural representations and quantitative chemistry, ionic classification and nomenclature, and fundamental atomic concepts. The study findings support the use of diagnostic assessment to identify students’ misconceptions about atomistic concepts.
درک دانشآموزان از مفاهیم اتمیستیک همچنان یکی از چالشهای اساسی در آموزش شیمی است، بهویژه به این دلیل که مستلزم پیوند میان بازنماییهای ماکروسکوپی، زیرمیکروسکوپی و نمادین میباشد. این پژوهش به ارزیابی درک دانشآموزان دبیرستانی مراکشی از مفاهیم اتمیستیک، همراه با بررسی شیوههای یادگیری مرتبط با نمرات آنها پرداخت. ابزار مورد استفاده (۳۲ گویه) از نظر پایایی درونی رضایتبخش، قدرت تمایز گویهها بالا و دامنه مناسبی از دشواری گویهها برخوردار بود. نمرات دانشآموزان در حد متوسط بود و تفاوت معناداری بر اساس پایه تحصیلی و رشته تحصیلی، ابزار دیجیتال، نوع آموزش تکمیلی و خودارزیابی مشاهده شد. تحلیل عاملی اکتشافی، ساختاری سهبعدی را پیشنهاد داد که شامل بازنماییهای ساختاری و شیمی کمی، طبقهبندی و نامگذاری یونی و مفاهیم بنیادی اتمی میشود. یافتههای پژوهش از کاربرد ارزیابی تشخیصی برای شناسایی تصورات نادرست دانشآموزان درباره مفاهیم اتمیستیک حمایت میکند.
