Investigating the effect of descriptive evaluation on students' academic achievement

One of the main tasks and goals of the education system is to train free-thinking, responsible, truth-seeking, brave, active and creative people. This system can achieve its goals when it is commensurate with changes in various sectors. Human society, especially in the field of learning theories, has undergone a fundamental transformation in all its parts. The present study is applied research in terms of purpose and descriptive-survey research in terms of how to conduct research. According to this study, evaluating and measuring the achievement of these goals is the responsibility of the evaluation system and academic evaluation is one of the important factors in improving learning and progress. In this regard, the descriptive evaluation system in the primary school with the aim of creating fundamental changes in the Iranian education system and with regard to new approaches in the process of teaching learning and passing from knowledge-based evaluation to ability-based evaluation has been implemented. From the issues raised, it is concluded that the relationship between evaluation and academic achievement is an issue that can be examined from different angles, and evaluation should help the fluidity of thought and the academic growth of students while creating the problem. And provide the ground for students' academic progress. Following the changes in the educational system, the evaluation methods have also changed and the procedure has changed from result-oriented evaluation from a behaviorist perspective to process-oriented evaluation from a conformist perspective.