Analysis of teachers' views about the problems of project descriptive qualitative evaluation in multigrade classrooms and providing solutions to eliminate them
Subject Areas : Research in Curriculum Planning
Heshmatollah
Mortazavizadeh
1
(1 Faculty Member of Farhangian University , Department of Education, yasuj, iran and Ph.D Candidate of Curriculum Studies, University of Isfahan,)
Mohammad Reza
nilli
2
(Associate Professor, Department of Education, University of Isfahan, Isfahan, Iran., Corresponding Author)
Ahmad Reza
Nasr Isfahani
3
(Professor, Department of Education, University of Isfahan, Isfahan, Iran)
Mohammad
Hasani
4
(Associate Professor in RIE (Research Institute for Education) Tehran, Iran)
Keywords: descriptive qualitative evaluation, multigrade classrooms,
Abstract :
This research aimed to identify barriers of descriptive qualitative evaluation and improvement of this plan was multigrade classrooms. This study employed Qualitative research methods and purpose the can be considered as an applied method. The study employed teachers from Kohgiluyeh and Boyer province. The samples were selected purposively and was according to saturation reached up to 20 people. The data collection instrumentation was interview hat After presenting the the research objectives and the emphasis on the principle of confidentiality, was written and recorded interviews with each teacher. Descriptive analysis was used to analyze collected the data and the findings were elaborated in detail. The results found that: lack of time, different grades in a classroom, preference of quantitative evaluation than descriptive qualitative, lack of descriptive quantitative in education and lack of supports for teachers in the field of project evaluation, students distraction while evaluation, lack of space, educational materials, included the most important problems of the. quality-descriptive report on the issue from the interviewees perspective had been multigrade classrooms.
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