Representation of Qualitative-Descriptive Evaluation Experience in Primary Schools

Document Type : Qualitative Research Paper


1 PhD Student in Curriculum Studies, Depatment of Curriculum Studies, Kharazmi University, Tehran, Iran.

2 Assistant Professor, Department of Curriculum Studies, Kharazmi University, Tehran, Iran.

3 Associate Professor, Department of Curriculum Studies, Kharazmi University, Tehran, Iran.

4 Assistant Professor, Department of Curriculum Studies, Kharazmi University, Tehran, Iran


The purpose of this study was to analyze the perception and representation of primary teachers' experience of qualitative-descriptive evaluation and to obtain the experiences of primary teachers regarding the full implementation of the qualitative-descriptive evaluation plan in primary schools. This research has been done with a qualitative approach. First, the lived experience of primary school teachers of qualitative-descriptive evaluation is used by using the phenomenon technique and conducting interviews with teachers. The method was that first all the interviews were initially coded in MAXQDA software and the concepts were extracted. Then, based on the sharing of codes, the main and sub-categories were extracted from the perspective of the interviewees who were teachers in Karaj. In order to collect data, a semi-structured qualitative interview was used. Using purposive sampling, data saturation was obtained after 15 interviews. In-depth views of teachers, experts of qualitative-descriptive evaluation led to the identification and classification of 16 extracted indicators. "Uncertain educational status of students", "Insufficient literacy level of students", "Decreased deep and significant learning", "Attention", "Increased stress on teachers", "Lack of time", "Preference for evaluation "Quantity", "Lack of training and support for teachers", "Lack of space and facilities", "Decrease of teachers 'motivation", "Problems in implementation", "Decrease of teachers' position", "Inadequacy of available facilities and required requirements", "Large number of students", "The lack of evaluation results" and "Focus on formal activities". According to these results, it can be said that the issues that have been experienced and understood by teachers are different factors in the evaluation and can face the evaluation process with difficulty.


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