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.
