The role of learning task in relation to sense of competence in art education

The current research was conducted with the aim of the role of learning task in relation to sense of competence in art education. The current research method is a Delphi survey. Our statistical population includes all specialists in art education working in the universities of Tehran in the academic year ۲۰۲۰-۲۰۲۱. The target sample size is ۲۰ to ۲۵ people who are experts in art education, and theoretical sampling method was used to select the first person of the interviewed team. In this research, we have two tools, one is an unstructured interview and the other is a researcher-made questionnaire, which was done in two stages. Q factor analysis method was used to analyze the data. Based on the results of Q factor analysis, a continuum of knowledge was drawn. This continuum has six cores, the levels of student involvement in each core are different. These six cores include individual-group tasks and personalized tasks according to educational goals, skill-dynamic and challenging tasks, portfolio tasks, flexible tasks and standard tasks. Individual-group tasks and individualized tasks have the role of education-oriented-student-oriented according to educational goals, dynamic and challenging skill tasks have the role of skill-oriented competence-person-oriented competence tasks. Portfolio tasks have the role of final evaluation-formative evaluation. Flexible tasks are also skill-oriented and goal-oriented, and standard tasks also play a role in the final evaluation-sense of competence.

کلیدواژه ها:

learning assignment ، Portfolio ، Individualized according to educational goals ، Dynamic-skill ، Skill-oriented competence ، person-oriented competence ، Art education