Identifying the barriers and challenges in performing the descriptive evaluation plan

The present study was conducted with the aim of identifying the barriers and challenges for executing the descriptive evaluation plan from primary school teacher’s point of view and the responsible experts of primary education. The research method was descriptive and survey kind. The first third grade primary school teachers as well as the responsible experts in this field in Isfahan were included in the study with the number of 3097 individuals. The sampling method was done randomly. The samples were consisted of 165 teachers and 9 responsible experts. The relevant information was analyzed by utilizing the researcher’s questionnaire including 72 questions in 11 domains. The relation between education was observed by using single variables، unilateral variance and t-test independent analysis. Cronbach’s alpha coefficient (0. 95) was calculated for the reliability and validity. It was including the outward validity، content، orientation validity. The obtained results indicated about the barriers and challenges of descriptive evaluation plan from the teachers’ point of views. They were as follows: the framework and educational resources teachers accurate education; parents justification organization factors; scholastic books schedule suitable status; relation between education organization and the university; parents lack of cooperation; methods of using from descriptive evaluation means; teaching and learning process; students mental health promotion. The barriers and challenges of this plan from the viewpoints of responsible experts were specified hereunder: the students’ mental health promotion and new concepts of education and training zone.