Glavij Vafaeifar; Mostafa Ghaderi; Sadegh Maleki Avarsin
Abstract
Purpose: Due to the importance of descriptive evaluation in elementary school, the present study was conducted with the aim of designing and validating of academic achievement evaluation pattern in elementary schools multi-grade classes.
Methodology: The present study in terms of time was cross-sectional, ...
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Purpose: Due to the importance of descriptive evaluation in elementary school, the present study was conducted with the aim of designing and validating of academic achievement evaluation pattern in elementary schools multi-grade classes.
Methodology: The present study in terms of time was cross-sectional, in terms of purpose was applied and in terms of implementation method was qualitative. The research population was university experts and managers primary education staff of country in 2021 year. The research sample was 15 people according to the theoretical saturation principle who after examining the inclusion criteria were selected by purposive sampling method. The research tool was a semi-structured interview and data were analyzed by coding method in MAXQDA software.
Findings: Findings showed that the academic achievement evaluation pattern in elementary schools multi-grade classes has 306 indicators and 41 components in 6 categories of goals and approaches (with 11 components such as comprehensive evaluation and its application to life, descriptive evaluation in all areas, descriptive evaluation qualification with reported structure change and process-based qualitative evaluation with structuralist approach), contextual (with 4 components of management equipment implementation of evaluation of multi-grade classes, rationalization of executive infrastructures with emphasis on reducing density in multi-grade classes, quality of teaching and teacher evaluation methods and culture and dissemination of descriptive evaluation factors), input (with 5 components of qualitative evaluation tools, paying attention to the educational expectations of multi-grade classes, performing descriptive evaluation in all teaching stages, adaptation of multi-grade curriculum with descriptive evaluation and coordination of weekly program with learning roadmap), process (with 13 components such as increasing confidence, calmness, satisfaction and self-esteem, reducing the anxiety of multi-level students, quality of criteria in the report card, variety of self-assessment and peer assessment and parenting assessment tools and emphasizing to group learning of multi-grade students), output (with 5 components of participatory decision making for basic promotion, quality of reporting and report card of student, validity, reliability and testability of multi-level descriptive evaluation, continuous learning with diverse feedback and multi-dimensional quality the descriptive evaluation with qualitative feedback) and outcome (with 3 components of annual analysis of the findings of descriptive evaluation, analysis of the findings of descriptive evaluation longitudinally and analysis of the consequences of descriptive evaluation). Also, the content validity ratio of 0.90 and the content validity index of 0.92 according to the experts' opinion indicated the appropriate validity of the academic achievement evaluation pattern in elementary schools multi-grade classes.
Conclusion: According to the results of this study, planning is necessary to the academic achievement evaluation pattern in elementary schools multi-grade classes
Seyedeh Zahra Nabavizadeh; Ali Asghar Mashinchi; Seyed Ahmad Hashemi; Sedigheh Mohammadjani
Abstract
Purpose: The aim of this study was to identify the factors affecting the successful implementation of descriptive evaluation in the Iranian primary education system and compare descriptive evaluation of Iran with selected countries.Methodology: The present study was applied in terms of purpose and qualitative ...
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Purpose: The aim of this study was to identify the factors affecting the successful implementation of descriptive evaluation in the Iranian primary education system and compare descriptive evaluation of Iran with selected countries.Methodology: The present study was applied in terms of purpose and qualitative in terms of implementation. The research population was descriptive evaluation experts in 1399. According to the inclusion criteria, 30 people were selected as a sample according to the principle of theoretical saturation and with targeted sampling and snowball sampling methods. Data were collected through semi-structured interviews and analyzed by open, axial and selective coding methods in MAXQDA software.findings: The results showed that the factors affecting the successful implementation of descriptive evaluation in the Iranian primary education system had 129 concepts and 10 components in two dimensions of manpower and curriculum. Manpower had four components: teachers' ability, motivational factors, structural factors and factors related to students and the curriculum. Finally, the descriptive evaluation of Iran was compared with that of Germany and the United Kingdom, and its similarities and differences were expressed.Conclusion: According to the results of this study, for the successful implementation of descriptive evaluation in the Iranian primary education system, special attention should be paid to manpower and curriculum and sought to improve them by improving the relevant concepts.