چکیده:
This research was conducted with the aim of investigating the problems of implementing qualitative descriptive assessment in the first to third grades of primary schools, using a descriptive-survey method. The statistical population of the research is limited to teachers and principals of schools implementing qualitative descriptive assessment in District 4 of Isfahan (663 people). The statistical sample of the research included 113 teachers and 27 school principals, selected using proportional stratified random sampling. Data were collected through a researcher-made questionnaire. The validity of the questionnaire was confirmed by experts, and its reliability was determined via Cronbach's alpha to be 0.875. Data analysis was performed using descriptive and inferential statistics, with the help of independent t-tests, univariate t-tests for two-level variables, and analysis of variance (ANOVA) for multi-level variables. The research findings showed: the level of problems in implementing qualitative descriptive assessment in relation to each of the four investigated components is higher than average. Additionally, no significant difference was observed between the respondents' views based on demographic factors (gender, position, education, and service record). The investigated components are: 1) curriculum elements including: objectives, content, teaching-learning methods, and time; 2) providing prerequisites, conditions, environmental facilities, and educational resources; 3) current knowledge and skills of teachers and principals and in-service training; and 4) methods and tools for collecting, maintaining, and organizing data.
خلاصه ماشینی:
By summarizing, the most important problems of descriptive assessment that have been reported as sub-findings in domestic research can be listed as follows: Lack of qualitative teachers and the unfamiliarity of teachers and managers with the goals, characteristics, and tools of descriptive assessment (Kalhor, 1388; Heydari, 1388; Mohajer and Kermanshahi, 1387); Failure to provide the necessary infrastructure for implementing the plan (Khoshkhalgh and Sharifi, 1389; Hamedi, 1388; Mohajer, 1387; Mirhosseini, 1386, Birami Pour et al.
" New approaches remove the ranking of students from the instructor-teacher's duties and make them sensitive to the student's progress, promote a respectful view of the learner, provide positive and growth-oriented feedback, turn away from "memory-oriented" methods, and replace them with continuous and step-by-step assessment Investigating the problems of implementing descriptive qualitative assessment from the perspective of teachers and principals of elementary schools Hassan Karmaelyan, Payame Noor University (Isfahan), Tehran, Iran; Reza Jafari Harandi, Assistant Professor of the Department of Educational Sciences, University of Qom, Qom, Iran Seyyed Hossein Ebadi , PhD student in Curriculum Planning, Islamic Azad University of Khorasgan, Isfahan ebadi.
The investigated components are: 1) curriculum elements including: objectives, content, teaching-learning methods, and time; 2) providing prerequisites, conditions, environmental facilities, and educational resources; 3) current knowledge and skills of teachers and principals and in-service training; and 4) methods and tools for collecting, maintaining, and organizing data.
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