Identifying and examining the dimensions and components of the descriptive qualitative evaluation process in multi-grade classes of the elementary school (a qualitative study)

The purpose of the research was to study the dimensions and components of descriptive qualitative evaluation in multi-grade classes of the primary period from a process point of view.

The research method was based on qualitative approach and data theory method of the foundation. The participants were academic progress evaluation specialists, educational science specialists, educational psychology specialists, in all universities of the country, and also included the staff managers of the Ministry of Education in primary education (with at least three works in the field of evaluation, teaching in multi-grade classes). Considering the nature of the subject, purposeful and theoretical sampling was used for sampling. According to the new approach used in this research, open, axial (theoretical) and selective coding were used for data analysis.

The findings from a process point of view showed that descriptive qualitative evaluation should provide confidence builder, comfort and satisfaction and self-esteem of students in multi-grade classes, in such a way that by using Khalifa and the method of observation with diagnosis and correction the answers will reduce the anxiety of multi-grade students.

The diversity of self-assessment tools, peer assessment and parent assessment and qualitative criteria and emphasis on group learning with emphasis on problem solving method and time management and strengthening self-management were among other process components.