Barriers To Implementing Qualitative-Descriptive Evaluation in A Virtual Context

The purpose of this research was to analyse the implementation barriers of qualitative-descriptive evaluation in the virtual platform from the point of view of teachers and students of the primary school and was carried out with a qualitative approach and descriptive phenomenological method. The research field encompassed all teachers and elementary school students from Educational Region 18 in Tehran. A total of twenty participants from each group were selected using purposive sampling and a criterion-based, accessible, and snowball strategy, followed by semi-structured interviews. The data analysis, through Glaser's seven-step coding strategy, led to the identification of four main themes and 16 subthemes for the teachers' group and 12 subthemes for the students' group. The results indicate that the matter of descriptive assessment in virtual education poses serious challenges from the stakeholders' perspective