Representing the Teacher's Perceptions and Lived Experiences of the Possible Damages for Implementing the Descriptive Evaluation Scheme in Primary Schools

Quality of academic achievement assessment system is of the most important factors that affect the exaltation or decadence of individuals as well as society. Positive or negative attitudes of the factors affecting the teaching-learning process can have a determinant role in the quality of its implementation. The present study aims to represent the teachers’ perceptions about the possible damages of implementing the descriptive evaluation plan. Using an interpretative approach an effort has been made to reconstruct teachers'' perceptions of the possible damages of semantic evaluation system، called descriptive evaluation، and to show how the participants understand and evaluate the relative possible damages of the descriptive evaluation design. Semi-structured interviews were used to collect data. Having used purposeful sampling and chain sampling، and through 23 interviews with teachers، data saturation was achieved. To evaluate the technical characteristics of the study، based on integrated perspective، multiple criteria were used. Deep analysis of the teachers'' factual experiences and views led to the identification and classification of the six possible damages for teachers and six for students. Inadequately educating students with insufficient literacy، inadequately educating students with insufficient motivation towards academic achievement، decreasing the enthusiasm of teachers towards educational activities، and loss of respect for teachers in school are among the most important of these damages. Results showed that the teachers have experienced and declared different damages originated from the Descriptive Evaluation Plan، and have faced with increasing challenges in the teaching-learning process.