Representation of the lived- experiences of elementary teachers about the changes in the evaluation system and their role in the teaching-learning process: a phenomenological study

Evaluation is one of the important elements of the curriculum and the educational system, which is a means to achieve educational, training outcomes. Teachers’ lived-experiences about the recent changes in the quantitative and qualitative evaluation system in the elementary period, while representing the strengths and weaknesses of learning processes, provide a good ground for improving the quality of the evaluation system. In the present study, it has been attempted to understand and reflect the impact of changes in the system of evaluation in the learning process by examining the experience of elementary school life. To this end, based on the interpretive phenomenological method and using a semi-structured interview technique, data were collected from 14 male and female teacher participation in the Tehran-Tehran region selected by purposeful sampling method of the criterion type. Collected data has also been analyzed using the Kolaizi’s seven-step strategy. The findings show that teachers’ perception of changes in the evaluation system can be classified into two categories: “critical look” and “positive look”. An in-depth analysis of teachers’ narratives contradicting the changes in the elementary education system has led to the identification and classification of three main reasons, including the “subjective evaluation of oral and written lessons,” “lack of adequate monitoring and follow-up” and “lack of attention to the teacher’s position.” Also, a deep analysis of the narratives of the advocates of the changes in the evaluation system has led to the identification and classification of three main reasons, including the “necessity of applying new methods”, “not paying much attention to the final tests” and “having a positive attitude in students”. Finally, the reasons for agreeing and opposing the implementation of changes in the evaluation system from the teachers’ point of view are classified in four main themes and thirteen sub-themes.