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 ...
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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