Descriptive evaluation nodes in virtual education from the perspective of teachers, parents and students

Articles in Press

Document Type : Original Article

Authors

1 Master's student in Curriculum Planning, Faculty of Psychology and Educational Sciences, University of Tehran. Tehran Iran.

2 university of Tehran

3 Faculty member and associate professor of the Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

Abstract

Descriptive evaluation problems in virtual education from the point of view of teachers, parents and students
The present study aimed to analyze the nodes of descriptive assessment in virtual education from the perspectives of teachers, parents, and elementary school students, using a qualitative approach and descriptive phenomenology method. The research field encompassed all teachers, parents, and elementary school students from 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. Data analysis, utilizing Glaser's seven-step coding strategy, led to the identification of four main themes and 25 sub themes for the teachers' group, four main themes and 26 sub themes for the parents' group, and six main themes and 19 sub themes for the students' group. The results indicate that the matter of descriptive assessment in virtual education poses serious challenges from the stakeholders' perspective.Keywords: descriptive evaluation, virtual education, teachers, parents, students

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Journal of Curriculum Studies

Articles in Press, Corrected Proof
Available Online from 13 February 2024

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History

  • Receive Date: 21 October 2022
  • Revise Date: 31 December 2023
  • Accept Date: 08 February 2024

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