A Research Synthesis of harms and challenges of performing qualitative-descriptive evaluation in elementary school

Document Type : علمی ترویجی

Authors

1 Bachelor Student, Farhangian University, Bint Al-Huda Sadr Campus, Ardabil, Iran

2 Assistant Professor of Farhangian University, Faculty of Education and Psychology, Department of Elementary Education, Ardabil, Iran

Abstract

The purpose of this study was to synthesize the harms and challenges of performing qualitative-descriptive evaluation in elementary school. The method of the present study is qualitative and of the synthesis type, which has been done in 6 stages. for this purpose, scientific documents written from 2011 onwards were used to review the Theoretical and practical bases of research. In this regard, the studies conducted on qualitative-descriptive evaluation during the years 1385-1400 inside the country and the years 1990-2021 abroad as a statistical population were searched through domestic and foreign databases and by examining 74 articles and 3 books were extracted according to the set input criteria, and after performing the first level screening, 25 domestic and foreign books and articles were considered as a statistical sample. In this regard, and based on the findings, the harms and challenges of qualitative-descriptive evaluation in 5 categories: 1- Injuries related to the education system, 2- Injuries related to people involved in the education process, 3- Injuries Multi-grade elementary schools, 4- Damages related to educational tools and resources and 5- Damages related to descriptive feedback were classified and expressed. The results showed that the lack of necessary infrastructure is effective in the occurrence of these injuries and challenges, and given the importance of qualitative-descriptive evaluation in the teaching-learning process, it is necessary to take appropriate measures to minimize its harms. .

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