Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

Descriptive evaluation disadvantages of elementary school from the perspective of Iranian curriculum planners

Document Type : Original Article

Authors
Nafiseh Beygi 1
Hamidreza Rezazadh Bahadoran 2
ali akbar khosravi babadi 3
Kambiz Poushan 3
1 Counseling training course, Central Tehran Branch of Central Tehran Azad University
2 Islamic Azad University Tehran Branch
3 Central Tehran Branch of Central Tehran Azad University
Abstract
This article has been compiled with the aim of introducing the descriptive evaluation disadvantages of elementary school from the perspective of Iranian curriculum planners. For this purpose, the method of "educational connoisseurship and criticism" was used under the qualitative approach. The sample was selected by intensity sampling method and information was collected through semi-structured interviews. The obtained information was analyzed by "thematic analysis" method and to validate the findings, the "information group review" method was used. Data analysis showed that the descriptive evaluation as a project in the field of education and curriculum has four disadvantages: "high expectations, lack of professional supervision, ineffective guides and poor investment", in the field of teacher practice has four disadvantages "competence Low, low credibility, difficulty of action and organizational pressure" and in the field of student behavior has four disadvantages "decrease in motivation, decrease in literacy, increase in expectations and useless competition
Keywords
descriptive evaluation in Iran
pathology
elementary course
critique of curriculum planners