Developing and validating a framework for designing skill-based assignments with an emphasis on the fundamental transformation document

Document Type : Original Article

Authors

1 Associate Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

2 Lecturer, Department of Educational Sciences, Farhangian University, Tehran, Iran.

Abstract

Background and Objectives: In today’s fast-paced world, education is no longer limited to the mere memorization of information; rather, the primary goal is to nurture capable children who are equipped with the necessary skills to face life's challenges. Within this modern educational landscape, skill-based assignments serve as a powerful tool that not only conveys knowledge but also focuses on strengthening students' practical and applied skills. Unlike traditional methods that prioritize rote memorization, these assignments concentrate on developing students' practical competencies. Accordingly, the present study was conducted with the aim of developing and validating a framework for designing skill-based assignments (specifically focusing on writing skills), with an emphasis on the Fundamental Transformation Document.This study was conducted to "develop and validate a framework for designing skill-based assignments with an emphasis on the Fundamental Transformation Document," which was applied in terms of purpose and sequential combination of exploratory in terms of data collection method. The background of the study indicates that no independent and comprehensive study has been conducted to identify the factors affecting the implementation of the skill-based assignment plan, with an emphasis on the Fundamental Transformation Document and using the "experiences" of the interviewees. Method: The research population in the qualitative section consisted of the Fundamental Transformation Document and 31 managers working in education in District 2 of Kermanshah. Purposive sampling was used to analyze the Fundamental Transformation Document, and the whole-count method was used for interviews. The data collection tool in the document review and interview sheet section, and in the validation section of the obtained model was a researcher-made questionnaire with 40 items. Findings: The results of the qualitative phase of the research showed that the skill-based homework model consists of five dimensions, including: competency development dimension, growth stages dimension, method and content dimension, skill learning dimension, and participation dimension. Finally, the model obtained was validated by a 40-item Likert scale questionnaire by 15 education experts. Conclusion: The developed model provides a valid framework for designing skill-based writing assignments grounded in competency development, growth, participation, and skill acquisition.

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References

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