Abstract

In the era of digital transformation and the expansion of virtual education, a review of educational assessment methods has become an inevitable necessity. Traditional assessment systems that focus mainly on memory-based and product-based tests do not meet the complex needs of learning in cyberspace. On the other hand, changing the role of the learner from a passive recipient of knowledge to an active participant in the learning process requires the design of models that consider assessment as part of learning.
As one of the new theories of learning, the theory of communication emphasizes the importance of interaction, knowledge networking, and the use of human and non-human resources in the learning process. This theory considers learning to be the result of connections between individuals, content, and technological platforms, and instead of focusing on memorizing content, it focuses on the production of knowledge during interaction. In the theory of communication, assessment of learning has always been challenging and traditional assessment methods have been questioned. This theory believes that assessment should be carried out in new ways. In this framework, assessment should also take on a dynamic, interactive, and process-oriented nature, and the role of the teacher should be promoted from "observer" to "facilitator of learning."
Although cheating and academic dishonesty are the oldest and biggest challenges in educational environments, today, ethical problems have taken a new form in the online space with the presence of electronic technology. The use of digital technologies and electronic assistants in completing assignments, tests, and course and exam projects has challenged the measurement of real learning of educational goals. Smartphones and the Internet environment act like mobile encyclopedias and fuel the phenomenon of cheating and plagiarism.
Given recent developments in virtual education, numerous studies have examined online assessment methods and the use of technology in assessing learning. However, many of these studies have focused solely on assessment tools or classic evaluation methods and have focused less on designing models that turn assessment itself into a learning experience.
The theory of communication, as the theoretical framework of this research, emphasizes that learning in human and technological networks is formed based on interaction, participation, and access to various resources. This theory emphasizes “knowledge distribution”, “dynamic interaction”, and “learning through linking with resources” and introduces e-learning environments as a suitable platform for realizing these components.
In summary, this research, inspired by the theory of relationalism and by combining quantitative and qualitative analyses, has attempted to design a model for evaluation that not only measures the performance of learners, but also facilitates interaction, networking, and deep learning. This innovation in design and validation has made the current research stand out among previous studies.
The present study used a combined approach of quantitative and qualitative methods to design, implement, and validate an online assessment model based on the theory of communication. The purpose of choosing this method was to examine the empirical effects of the proposed model and analyze the theoretical concepts underlying the collected data. In the qualitative part of this research, which aimed to design an online assessment model, the grounded theory method was used. In this method, the components of the model were determined based on studies and articles related to online assessment, and most of it was based on data obtained from semi-structured interviews with experts in the field. One of the characteristics of the grounded theory method is that the desired theory or model is formed from the interview data. The simultaneous stages of data collection, analysis, and "continuous comparison" of data are other characteristics of the grounded theory. In the quantitative part, the implementation of the model was carried out using a quasi-experimental method with a pretest-posttest design with a control group. Thus, two groups of 20 seventh grade students (first year of high school) were selected as statistical samples and in the pre-test, both groups were given a traditional test from a social studies book and then, after a week, Group A was given a test based on the designed model. This test and its method of administration acted as an independent variable. In parts of this assessment model, teaching was also done simultaneously and indirectly. Of course, not by the teacher but by the learners themselves. The average scores of the two groups in the pre-test and post-test were examined by analysis of covariance. Also, in order to measure the realness of the received score and the fairness of the scores obtained from the examinees, as well as their satisfaction with this assessment method, a questionnaire was designed and distributed on a 5-level Likert scale. Then, the data obtained from the questionnaires were interpreted based on descriptive statistics.
The statistical population of this qualitative study consisted of experts in the field of education and assessment, and the sample of this section consisted of 13 experts in the field of education and assessment. However, our statistical population in the quantitative section consisted of junior high school students in Kurdistan province. The sample of the study was 40 seventh grade students in one of the junior high schools in Qorveh city, Kurdistan, who were placed in two experimental and control groups (20 people in each group).
The findings of the present study showed that the implementation of an online evaluation model based on the theory of communication significantly improved the quality of learners' learning in cyberspace. The results of statistical analysis using the covariance test showed a significant difference between the performance of the experimental and control groups (Sig < 0.001) and a significant effect coefficient (η² = 0.566) confirms the effectiveness of the model. From a theoretical perspective, the designed model is fully consistent with the fundamental components of the theory of communication, including network interaction, joint production of knowledge, and distribution of learning resources.
In the proposed model, the role of the instructor has been upgraded from a mere referee to a facilitator of learning interactions, and learners have become active actors in the learning process. Assessment is not defined as a tool for grading, but as learning; where assessment is done interactively, in groups, and flexibly, and the learning process is formed simultaneously with the test. The structural correspondence of the model with Fink's classification in the dimensions of "human learning", "integrated", "applied", and "self-managed learning" showed that the designed model has the ability to cover advanced levels of meaningful learning. Also, the high satisfaction and positive feedback of learners from the implementation of the model have strengthened its empirical validity.