Three Components of Descriptive Evaluation: Feedback, Self-Assessment, and Peer-Assessment

The purpose of this article is responding to the question of “How is the quality of teacher feedback, studentsʼ self-evaluation and peer evaluation?” The research method is a combination of "documentary, descriptive and survey”. The sample was selected through a multi-stage stratified sampling, out of which 64 primary schools, located in 30 local educational districts in 3 provinces (East Azerbaijan, Fars and Bushehr) were selected. One checklist to analyze the portfolios and one interview form with acceptable reliability and validity were used. The findings show that teacher’ feedbacks are beyond the student’s performance, the content of the feedback is not related to the learning goals and objectives, and the descriptions are not appealing enough and do not fit the studentsʼ level of progress. Although the feedback did not contain anything with regard to providing a chance for the students to compersate for their weaknesses, they were polite to some extent. In self evaluation, students did not have the necessary skills. Weakness in four self-evaluation skills in the lower grades was more evident. Teachers use limited methods for peer-assessment and are less familiar with the concepts and methods of peer-asssessent.