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Experiences of elementary male students from descriptive evaluation
, , ,
Volume 6, Issue 11 (9-2018)
Abstract

This study conducted with aim of investigation profound experiences of elementary male students in the fourth and fifth grades from the descriptive evaluation. The method of this study was qualitative and phenomenological one. To achieve this objective and considering the nature of the study, purposeful sampling was used. Collected Data were saturated by interviewing with nine students. Data were analyzed by MAXQDA10 software. The results of these experiences were summarized at five themes and several subthemes. These themes included: "positive perception of descriptive evaluation", "negative perception of descriptive evaluation", "appropriate for bottom grades" pleasant for lazy students parents "and" harmful for lazy students". These findings can help Authorities in investigation the conditions of descriptive evaluation, its advantages and disadvantages. So they can take steps in Solving Problems and improvements, Remove or replacement of this evaluation.


The Challenges of Implementing Descriptive Evaluation for Mathematics at the Elementary School from Teachers’ Perspective
Mr. Morteza ءortazavi, Dr. Zahra Gooya, Dr. Hasan Malaki, Dr. Soheila Gholamazad,
Volume 8, Issue 15 (3-2020)
Abstract
The present study aimed at identifying the challenges of “descriptive evaluation” program launched by the Ministry of Education in Iran in 2004, nationwide. The research was designed through employing qualitative approach and phenomenography to better understand the challenges which elementary teachers had with evaluation of “mathematics” as one of the subject matters. The participants of the study were 24 elementary teachers who voluntarily participated in this study.  The data were collected through semi- structured interviews, a focus group and researchers’ field notes and their interactive discussions about interviews and focus group. Four main categories of challenges were identified: “policy- making”, “executive- education”, “conceptual” and “social- cultural”. It is concluded that a clearer picture of challenges that elementary teachers encounter with this program while teaching mathematics needs to be presented. It is necessary for policy- makers and planners to find more rational solutions for these challenges.

Descriptive evaluation disadvantages of elementary school from the perspective of Iranian curriculum planners
Ms. Nafiseh Beygi, Dr. Hamid Reza Rezazadeh Bahadoran, Dr. Ali Akbar Khosravi Babadi, Dr. Kambiz Poushaneh,
Volume 9, Issue 18 (10-2021)
Abstract
This article has been compiled with the aim of introducing the descriptive evaluation disadvantages of elementary school from the perspective of Iranian curriculum planners. For this purpose, the method of "educational connoisseurship and criticism" was used under the qualitative approach. The sample was selected by intensity sampling method and information was collected through semi-structured interviews. The obtained information was analyzed by "thematic analysis" method and to validate the findings, the "information group review" method was used. Data analysis showed that the descriptive evaluation as a project in the field of education and curriculum has four disadvantages: "high expectations, lack of professional supervision, ineffective guides and poor investment", in the field of teacher practice has four disadvantages "competence Low, low credibility, difficulty of action and organizational pressure" and in the field of student behavior has four disadvantages "decrease in motivation, decrease in literacy, increase in expectations and useless competition
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