zahra abolhasani
Abstract
The purpose of this study was to assess the value education based on the principles and principles of the philosophy of Islamic Republic of Iran in the first grade. The study has been qualitative and has used Eisner's "Educational Criticism and Evaluation" methodology and has included four stages of ...
Read More
The purpose of this study was to assess the value education based on the principles and principles of the philosophy of Islamic Republic of Iran in the first grade. The study has been qualitative and has used Eisner's "Educational Criticism and Evaluation" methodology and has included four stages of descriptive, interpretive, evaluation, and content analysis. Targeted sampling was used to select the participants in the research. The process of collecting and analyzing data was started by selecting a primary school for girls in Baharestan. The research data were collected over a period of four months and during 40 sessions of physical space, teaching environment and teachers' classrooms as well as interviews with 12 teachers from different disciplines and 50 students. The results of this research indicate that there is a great gap between the current situation and the methods that underlie the principles and principles of the values of the philosophy of education of the Islamic Republic of Iran.
aliasghar malekizade; fariba khoshbakht; Mahbobeh Alborzi
Abstract
The aim of this paper is to identify qualitative-descriptive evaluation damage in the primary schools. This research was performed using a qualitative approach and utilizing a non-exploratory research project. The participants were 24 people (8 qualitative-descriptive qualification, 8 teachers and 8 ...
Read More
The aim of this paper is to identify qualitative-descriptive evaluation damage in the primary schools. This research was performed using a qualitative approach and utilizing a non-exploratory research project. The participants were 24 people (8 qualitative-descriptive qualification, 8 teachers and 8 parents) who were selected by purposeful sampling and interviewed with semi-structured interview. A descriptive-interpretive approach was used for analyzing data. Analysis of interviews was done in a continuous comparison of data to reach the saturation point. The results showed that the qualitative-descriptive evaluation of damages could categorized in five dimensions consisting of evaluation, tools (checklist, content, self-assessment and peer-assessment, performance tests, classroom registry office, portfolio, workbook and promotion), score, feedback and parents. Experts said that teachers do not have any information about the evaluation objectives, and it’s sovereignty has not yet been ruled out. It should be mentioned that teachers have long been pointing out descriptive feedback, high content and dispersion, lack of pressure leverage to study, and so on. Additionally, the parents also believed that the motivation of the students and the competition were gone, justification classes are not held, there is no objective criterion for judgment, and the student's situation is not well represented
Hosein Khedri; Ali Asghar bayani; Hosein Fakuri Haji Yar; Hasan Saemi
Abstract
The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in the evaluation and valuation of Golestan ...
Read More
The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in the evaluation and valuation of Golestan province who participated in the research through semi-structured interviews using property-based sampling method. The aim of the present study is to analyze and explain the assessment and evaluation strategies in the first secondary school curriculum. The research approach is qualitative with a conventional content analysis method. The study population was key experts in measuring and valuing Golestan province who, using criterion-based snowball sampling method, 20 data saturation individuals participated in the study through semi-structured interviews. Data were analyzed using MAXQDA coding method and software in three steps of discovering concepts, subcategories and main categories. Based on the findings, assessment and valuation strategies in the junior high school curriculum are classified into four main categories: hierarchical, inclusive, specialist-oriented, and mixed. A hierarchy based on purpose and action-oriented, inclusive, need-based, expert-centered, as well as mixed, can be considered as participatory and multidimensional. The findings indicate that the first intermediate course of our country faces a great challenge in the field of assessment and evaluation in the curriculum. Therefore, it will be possible to solve it with the correct application of assessment and valuation strategies in the curriculum of this course by teachers by holding training workshops.
Abstract
In order to keep pace with developments in the field of science and knowledge, and meet the needs of the individual and society, it is necessary to revise the curriculum in this regards evaluating the results of changes is critical. Due to changes in the scarifying school’s Quran curriculum; evaluating ...
Read More
In order to keep pace with developments in the field of science and knowledge, and meet the needs of the individual and society, it is necessary to revise the curriculum in this regards evaluating the results of changes is critical. Due to changes in the scarifying school’s Quran curriculum; evaluating the results of these changes was the aim of this study with using qualitative approach.The population were all teachers of Birjand’s primary scarifying schools in the 2013-2014 academic years. The method of collecting data was semi-structured interview. Based on grounded theory strategy, data were analyzed with open, axial and selective coding. Results in objective element 1) multiplicity of purposes, 2) lack of time, 3) existing individual differences, 4) The difficulty of some messages and “Partial realization of the objectives” were revealed as category. In content element 1) High volume, 2) lack of time, 3) lack of fitness to age, 4) the unequal distribution areas, 5) effective in growing the values, 6) satisfaction from added content, 7) Effective in self-regulation; and “ content role in achieving the goals” revealed as a category. In the method Element 1) the use of old empirical methods, 2) embracing the new approach, 3) participation and collaboration, and 4) the role of model and media; “Method is effective in achieving the goals” extracted as a category. In evaluation element 1) the relative satisfaction of descriptive evaluation, 2) satisfaction of descriptive evaluation and a category of "evaluation effective in achieving the goals" were extracted.