Academic Evaluation without Fraud, in Online Education: citing the two theories of Benjamin Bloom and the philosophical hermeneutics of Hans Georg Gadamer | ||
| مجله پژوهش های فلسفی | ||
| Article 12, Volume 16, Issue 39, September 2022, Pages 208-219 PDF (1.04 M) | ||
| Document Type: Research Paper | ||
| DOI: 10.22034/jpiut.2022.51254.3181 | ||
| Authors | ||
| Asadollah Khadivi1; Masoud khanjarkhani* 2; Rasoul Rezaei3 | ||
| 1Assistant Professor of Educational Sciences Department,, Farhangian University, Tabriz, Iran. | ||
| 2Assistant Professor, of Educational Sciences Department. Sistan and Baluchestan University, Zahedan, Iran. | ||
| 3Assistant Professor of Educational Sciences Department, Farhangian University, Tabriz, Iran. | ||
| Abstract | ||
| The purpose of this study is to design a model for academic evaluation without fraud and at the same time nurturing, based on the ideas of Hans Georg Gadamer and Benjamin Bloom. This research, which is a inferential analysis and a type of qualitative research, intends to provide a method that estimates the mission of education both in the days when education is online, based on Bloom's learning levels, and the occurrence of understanding in Gadamer's thought. Reduce the possibility of fraud by immigrants and academic evaluation as an important part of education, remains important and fundamental. At Bloom's cognitive levels, higher levels (such as the evaluation level) require both the question and the answer to the highest level of reflection. In Gadamer's thought, understanding as an event is not limited to recreation and occurs in a novel event as a result of one's reflective reflections with others. Based on these two theories and compatible combinations, a type of evaluation is defined that occurs at the highest level of thinking, reflection and creation, which is the main purpose of evaluation. In this view, the purpose of evaluation is not merely a pass, but a reason, a tool, and a technique for growth. The pattern is that the design and answer to the questions is done by the student and part of the score is allocated to the question design and the higher the level and reflection, the higher the score is received from this section. Higher level question design requires the designer to master the content and message of the text. With these all-encompassing descriptions, it is inevitable to ask such questions and ultimately find answers to them. According to the researcher, in this case, fraud is minimized and re-creation gives way to deep reflection, creation and study, which is the ultimate goal of education. | ||
| Keywords | ||
| academic evaluation; misconduct; online; Bloom; Gadamer | ||
| References | ||
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