The Study of The Strengths And Weaknesses of Descriptive Evaluation In Virtual Education From The Perspective of Elementary Teachers In Mazandaran Province

Document Type : Research Paper

Authors

1 M.A Curriculum Studies, University of Mazandaran, Babolsar, Iran.

2 Assistant Professor, Department of Education, University of Mazandaran, Babolsar, Iran

3 Associate Professor, Department of Education, University of Mazandaran, Babolsar, Iran.

10.22034/trj.2023.62904

Abstract

The main goal of this research was to investigate the strengths and weaknesses of descriptive evaluation in virtual education from the perspective of elementary teachers in Mazandaran province. The most important process in any educational system is evaluation. Because it helps the teacher and the student to reach the educational goals with confidence, and by showing the strengths and weaknesses of the teaching and learning processes, it provides the tools for correcting and improving them in time. Descriptive type of evaluation is one of the important pillars of educational changes, because due to the importance of the elementary school, the need for a creativity-oriented evaluation system, which focuses on assignments and activities, seems mandatory, so that positive feedback can be provided to students. In the meantime, due to the restrictions caused by the Covid-19 pandemic, virtual education is proposed as one of the important applications of new information and communication technology in Iran and many countries of the world, especially in the primary period. Extensive activities were started in this field. Distance education (online education) has been one of the most prominent changes required by schools in this era. Because these critical conditions in the vital matters of education have required teachers and students to quickly adapt themselves to distance education, and in this way, changes in the type of teaching, the learning process, and especially the evaluation method were achieved (Bubb & Jones, 2020; Hassani, Gholam Azad & Naveedi, 2022; Kim & Asbury, 2020). Apart from the favorable points of the virtual education process in advancing the learning process, in the pandemic situation, voice messages in virtual groups, online surveys, discussion boards and chat boxes have become the main components of descriptive evaluation in the virtual classroom. However, the resulting weaknesses are significant. Among the biggest problems of teaching and learning in virtual education, we can point out the lack of an efficient way for learners to measure their progress and the poor quality of this type of evaluation by teachers (Moss et al, 2020; Folkman, Josefsson & Fjetland, 2023). It seems that this plan is far from its ideal state and has not been able to achieve the specified goals and there is a lot of dissatisfaction among the implementers of this plan. For example, the objectives of the plan are not clear, the interpretation of information in the form of scales is difficult and tasteful. Confusion of students in entering higher grades and lack of evaluation and feedback from teachers during and at the end of the year. An example of the challenges and problems in this approach is descriptive-qualitative evaluation, especially in online and remote conditions. (Khazai, Golamhosseini Frieze Handi & Samadi, 2017).
Although there are different theories regarding the strengths and weaknesses of qualitative and descriptive evaluation in education, and of course, most of the literature is related to descriptive evaluation in face-to-face education. The experience of expert teachers in this field should be carefully examined.
In this regard, the present research intends to examine the following questions:
1- What are the strengths of descriptive evaluation in virtual education from the perspective of primary teachers?
2- From the point of view of elementary teachers, what are the weaknesses of descriptive evaluation in the course of virtual education?
The current research design is combined (exploratory-sequential) and two phenomenological and descriptive survey methods have been used. The participants of the qualitative part included descriptive evaluation teachers, leaders, heads of educational groups and primary teachers, data collection reached theoretical saturation through semi-structured interviews with 16 of them. The analysis method in the qualitative part was thematic analysis (comprehensive, organizing and basic). In the qualitative part, the results were identified and classified in the form of two comprehensive themes, 6 organizing themes and 44 basic themes. In the quantitative part, the statistical population included all the primary teachers of Mazandaran province in the number of 9464 people. The statistical sample was estimated to be 370 people using Morgan's table. The data collection tool was a researcher-made questionnaire and it was analyzed using exploratory factor analysis with the help of SPSS software. In the quantitative part, the strengths include: increasing psychological capital and collaboration (10 items) and improving the learning flow (7 items) and the weaknesses include: weak interaction (10 items), structural weakness (6 items), educational weakness (7 items), weak data collection and evaluation (4 items) were identified. Descriptive evaluation in the virtual environment has significant weaknesses in addition to its strengths. Neglecting them will cause serious damages in the primary education system.
The findings of this research show, on the one hand, that descriptive evaluation in virtual learning environments has facilities and capabilities that can be used to use effective methods and strategies to evaluate students' learning and this in Meanwhile, the usability of these facilities and tools is very important for teachers and students, as well as the validity of the evaluation results. They mean the facilities that according to today's conditions in terms of speed, bandwidth, hardware facilities of students and teachers are compatible with them. But on the other hand, the inefficiency of the descriptive evaluation system in virtual education has occurred more than before in this research. It seems that descriptive evaluation in the virtual classroom has many weaknesses and cannot fully consider all aspects of the evaluation. The reason for the failure in collecting information, processing it, etc. has caused a dull atmosphere. It is clear that the successful implementation of the descriptive evaluation program in virtual education is dependent on the observance of various and numerous pre-requisites and facilities, the lack of attention to the observance of these pre-requisites will reduce its effectiveness and cause many damages to the primary education system. will be. According to the discovery of a reality related to the emergence of a wide range of mental and physical pressure on elementary teachers, it is necessary to conduct independent and comprehensive research on the manner, extent and process of the formation of this space in order to prevent the escalation of this problem and its subsequent consequences. on the teachers, and solutions should be considered to reduce this pressure and improve the conditions of the teachers. It is suggested that in order to carry out a better and more complete descriptive evaluation, the officials of the Iranian educational system should include integrated education (in-person-virtual education) in their agenda

Keywords

Main Subjects


Abbasi Kasani, H., Shams Mourkani, GH., Seraji, F., & Rezaeezadeh, M. (2019). Learners assessment tools in e-learning. Roshd -e- Fanavari, 16(61), 23-33. [In Persian].
Adib, A. (2019). Phenomenology of Elementary Teachers' Experiences From the Full Implementation of Qualitative-Descriptive Evaluation Plan. Institute of Education Psychological and Social Research, 6(38), 60-85. [In Persian].
Ahmadpuri, Y., & Sheikhzadeh Takabi, R. (2017). Comparison and Criticism of Quantitative and Qualitative assessment and Evaluation. Studies in Psychology and Educational Sciences, 3(3), 59-73. [In Persian].
Akbaripour, S. (2020). The Role of Descriptive Evaluation in Primary School Students' Learning, The First National Conference of Applied Studies in Educational Processes, Bandar Abbas. Iran. [In Persian].
Alaei, T., & Mohammadpour, E. (2019). Investigating the Strengths, Weaknesses, Opportunities and Threats of Descriptive Evaluation in Mathematics. Teacher professional development, 3(3), 69–53. [In Persian].
Andersson, C. (2020). Formative assessment–from the view of special education teachers in mathematics. Nordisk matematikkdidaktikk, NOMAD:[Nordic Studies in Mathematics Education]25(3-4): 73-93.
Azad Disfani, Z., & Sanei Mehr, Z. (2016). Challenges of Qualitative Evaluation in the Field of Emplementation and Education. Pouyesh Journal in Teaching Educational Sciences and Counseling, 2(3), 61-80. [In Persian].
Bahalu, M., & Goya, Z. (2019). Descriptive Assessment in the Real Classroom. The Growth of Mathematics Education, 36(3), 22-27. [In Persian].
Birami, M., Hassan Abadi, H.R., & Kavossian, J. (2016). Ways and obstacles of giving teachers feedback to students in the descriptive evaluation program (case study: Alborz province primary schools). Journal of Measurement & Educational Evaluation Studies, 6(16), 7-42. [In Persian].
Brown, Gavint. (2018). Assessment of student Achievement. New York.
Bubb, S., & Jones, M. A. (2020). Learning from the COVID-19 Home-Schooling Experience: Listening to Pupils, Parents/Carers and Teachers. Improving Schools, 23(3), 209-222.
Carretero Gomez, S., Napierala, J., Bessios, A., Mägi, E., Pugacewicz, A., Ranieri, M., Triquet, K., Lombaerts, K., Robledo Bottcher, N., Montanari, M., & Gonzalez Vazquez, I. (2021). What did we learn from schooling practices during the COVID-19 lockdown, EUR 30559 EN, Publications Office of the European Union, Luxembourg, ISBN 978-92-76-28418-5, doi:10.2760/135208, JRC123654.
Entehayi Arani, A., Hassani, M., & Shekari, A. (2014). The Study of the Feedback of the Teachers Administrating that Descriptive_ Quantitative Evaluation. Research in Curriculum Planning, 11(16), 119-131. [In Persian].
Fatehnejad, K., & Andishmand, V. (2019). The Effect of Staff Training on Productivity of Education    Organization. Journal of New Research Approaches in Management and Accounting, 3(21), 53-62. [In Persian].
Folkman, A. K., Josefsson, K. A., & Fjetland, K. J. (2023). Norwegian Teachers’ Experiences with Distance Teaching and Online Schooling During the Covid-19 Pandemic. Scandinavian Journal of Educational Research67(3), 447-462.
Garbe, A., Ogurlu, U., Logan, N., & Cook, P. (2020). COVID-19 and remote learning: Experiences of parents with children during the pandemic. American Journal of Qualitative Research4(3), 45-65.
Ghanbari. S., Rezghishirsavar, H., Ziyaeei, M.S., & Mosleh, M. (2019). Presentation of an E-Learning Assessment Model - Islamic Azad University E-Campus. Journal of Educational Administration Research Quartery, 11(1), 75-100. [In Persian].
Goran, S., Salehi, K., & Javadipour, M. (2019). A Phenomenological Study to Explore the Teachers Reactions Toward the Change of Evaluation System of Educational Achievement Primary Education. Research in Curriculum Planning, 16(36), 1-20. [In Persian].
Hajizadeh, A., Azizi, Gh., & keyhan, J. (2021). Analysis of The Opportunities and Challenges of Virtual Education in the Corona Era: The Approach of Education Development Virtual in Post-Crown, Journal of Research in Teachin, 9(1), 174-204. [In Persian].
Hassani, M. (2013). Comparative Study of Qualitative-Descriptive Evaluation with Child Rights System in Iran. Journal of Education, 30(118), 31-62. [In Persian].
Hassani, M., Gholam Azad, S., & Naveedi, A. (2022). Iranian Teachers' Lived Experience of Virtual Teaching in the Early Days of the Coronavirus Epidemic. Journal of Information and Communication Technology in Educational Sciences, 12(45), 87-107. [In Persian].
Hassani, R. (2014). Elementary School Teachers' Experiences of Emplementing Descriptive Evaluation Plan. Journal of Measurement & Educational Evaluation Studies, 4(7), 33-60 [In Persian].
Hassanzadeh Pelkoui, Sh., & Salehi, Kivan. (2017). Phenomenological analysis of the challenges caused by the drop in productive academic stress in the descriptive-qualitative evaluation system. Journal of Measurement and Educational Evaluation Studies, 7(20), 155-190. [In Persian].
Izadi Bidani, M., Abbaspour Apoorvari, M.H., & Esmaili, A. (2016). The challenges Facing Primary School Teachers of Kuhbanan in the Implementation of Descriptive Evaluation Plan. Theory and Practice in Teacher Education, 2(2), 73-88. [In Persian].
Javaheri, F. (2020). Examining the leading obstacles to the implementation of qualitative-descriptive evaluation. Research in Arts and Humanities, 29(5), 47-52. [In Persian].
Kafshgar, F. (2019). Investigating teachers' and administrators' views on the implementation of descriptive (qualitative) evaluation plan and its effect on elementary school students' learning. Master's thesis. Department of Educational Sciences. Faculty of Humanities and Social Sciences. Amol: non-profit institution of higher education. [In Persian].
Kaveh Noushabadi, A., & Lotfi Mofard Niasri, F. (2021). Virtual Evaluation in Arabic Language Teaching During the Covid-19; Challenges and Opportunities. Journal of Research in Teaching Arabic Language and Literature, 2(3), 209-22. [In Persian]. 
Khasali, A., Salehi, K., & Bahrami, M. (2015). Analysis of Primary Teachers' Perception and Lived Experience of the Reasons for the Ineffectiveness of the Descriptive-Qualitative Evaluation Program: a Phenomenological Study. Journal of Educational Measurement and Evaluation Studies, 5(12), 121-152. [In Persian].
Khazai, L., Golamhosseini Frieze Handi, A., & Samadi, P. (2017). Identifying Pathology of Conducting the Plan of Descriptive Qualitative Evaluation in Primary Schools. Quarterly of Preschool and Elementary School Studies, 2(7), 79-120. [In Persian].
Kim, L. E., & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062-1083.
Mircheva, V., Prokopov, I., & Legurska, M. (2020). THE PORTFOLIO-A MODERN METHOD FOR FORMATIVE EVALUATION. Trakia Journal of Sciences. 18(1), 308-314.
Mohebi Amin, A., & Saberi, R. (2019). Elementary Teachers' Narrative of the Emplementation of the Descriptive Evaluation: A Qualitative Research. Educational Management and Evaluation Studies, 9(27), 75-102. [In Persian].
Mortazavi, J., Hoseini Khah, A., Gerami Pour, M., & Izanlo, B. (2022). Representation of Qualitative-Descriptive Evaluation Experience in Primary Schools. School Administration, 10(1), 44-62. [In Persian].
Mortazavi, M., Goya, Z., Maleki, H., & Gholam Azad, S. (2020). The Challenges of Emplementing Descriptive Evaluation for Mathematics of the Elementary School from Teachers Perspective. Journal of Theory and Practice in Curriculum, 8(15), 193-228. [In Persian].
Moss, G., Allen, R., Bradbury, A., Duncan, S., Harmey, S., & Levy, R. (2020). Primary teachers’ experience of the COVID-19 lockdown–Eight key messages for policymakers going forward. UCL Institute of Education.
Naveedi, A. (2018). Cumulative Effect of Experiencing Descriptive (qualitative) Evaluation on Test anxiety and Self-efficacy of Students in the fifth grade. Journal of New Thought on Education, 14(3), 237-267. [In Persian]. 
Rahmi, L., & Oktova, R. (2021). The Effect of Formative Assessment With the Ilearn Method on the Improvement of Student Learning Outcomes. In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020): 466-473.
Rajabi, H., Arefi, M., & Khorasani, A. (2022). Pathology of Qualitative Descriptive Evaluation in Primary School Course of Study at Corona Virus Crisis Era. Educational Measurements and Evaluation Studies, 12(40), 45-65.  [In Persian].
Romadhon, U., Sukarmin, S., & Budiawanti, S. (2021). Physics Teachers’ Perspectives on The Availability of The Integration of E-Formative Assessment in E-Learning based on Website (EFA in ELboW) during Covid-19 Pandemic. Journal of Education Research and Evaluation5(1), 76-86.
Roshni Ali Bena See, H., Fathi Vajargah, K., & Khorasani, A. (2017). The Challenges of The Quality Evaluation of Virtual Education Curriculum: The Case of Shahid Beheshti University. Educational Measurements and Evaluation Studies, 7(18), 29-52. [In Persian].
Salehi Omran, E., & Abedini Baltork, M. (2016). Application of Constructionist Curriculum Elements in Higher Education: A Mixed Method Study (Shiraz University Case Study). Higher Eeducation Curriculum Study, 7(14), 7-22. [In Persian].
Salehi, K., Bazargan, A., Sadeghi, N., & Shkohi Yekta, M. (2015). Phenomenological Analysis of the Perception and Experience of Elementary School Teachers' Lives of the Weaknesses and Strengths of the Appraisal-Descriptive Program. Journal of Research in Educational Science, 9 (31), 25-65. [In Persian].
Salehi, K., Bazargan, A., Sadeghi, N., & Shkohi Yekta, m. (2015). Representing the teachers' perceptions and lived experiences of the possible damages for implementing the descriptive evaluation scheme in primary schools. Educational measurements and evaluation studies, 5(9), 59-99. [In Persian].
Sarabi, M., & Ahmadi, P. (2017). evaluation basic based on constructivism Theory. Journal of New thoughts on Education, 13(4), 95-120. [In Persian].
Seraji, F, & Shakouri, N. (2020). Barriers of Parents’ Involvements in Qualitative Evaluation: A Qualitative Research. Journal of Educational Measurement and Evaluation Studies, 10(29): 229-260. [In Persian].
Seraji, F. (2014). Evaluation in virtual space. Iranian encyclopedia of curriculum. Axis (17). Curriculum and Enformation and Communication Technology. [In Persian].
Sewari, K. (2015). Examining the Strong Points of the Descriptive Evaluation System. Educational psychology, 11(36), 191-211. [In Persian].
Sewari, K., & Nisi, A. (2014). Recognizing of Weak Points of Descriptive Evaluation Plan. Educational Science, 21(2), 139-156. [In Persian].
Shahidi, F., & Zarif Sanaee, N. (2013). Interaction in E-learning. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 4(3), 48-55. [In Persian].
Tahmasabzadeh Sheikhlar, D., Abbasi, R., & Esmi, K. (2018). Evaluation of the Effectiveness of Portfolio in a Descriptive Evaluation System from the Viewpoint of Teachers in Elementary Schools of Tabriz. Journal of Teacher's Professional Development, 3(4), 15-32. [In Persian].
Wu, W., Berestova, A., Lobuteva, A., & Stroiteleva, N. (2021). An intelligent computer system for assessing student performance. International Journal of Emerging Technologies in Learning (iJET)16(2), 31-45.
Zahmatkesh, T., Yaridehnvi, M., & Ebrahimi Shahabadi, F. (2016). Investigating Consequences of the Qualitative-Descriptive Evaluation Based on View Points of Elementary School Teachers of kerman with Emphasis on Moral Eeffects. Theory and Practice in Teacher Education, 2(2), 101-118. [In Persian].
Zajda, J. (2018). Effective constructivist pedagogy for quality learning in schools. Educational Practice and Theory40(1), 67-80.