Abbasi, F., Hijazi, E., & Hakimzadeh, R. (2019). Elementary teachers' lived experience of the opportunities and challenges of teaching in the students' educational network (SHAD): a phenomenological study. Teaching and Research, 8 (3), 1-24
Abbaszadeh Rogoshoui, M., Mahmoudi, A., & Vahedi, M. (2021). Descriptive evaluation challenges in first grade elementary students in virtual education. 5th International Congress of Psychological Sciences and Education, 1-15.
Akbaripour, S. (2019). The role of descriptive assessment in elementary school students' learning. Ormazd Research Journal, No. 53 (b), 241-260.
Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning
on communication between instructors and students during Covid-19
pandemic. Asian Education and Development Studies, 11(2), 380-400.
Ali, L., & Dmour, N. A. H. H. A. (2021). The shift to online assessment due to COVID-19: An empirical study of university students, behaviour and performance, in the region of UAE. Int. J. Inf. Educ. Technol, 11, 220-228.
Alizadeh, S., Salehi, K & Moghadamzadeh, A. (2016). Analyzing the quality of classroom assessment of teachers; A mixed research method study. Scientific-research quarterly, research in school and virtual learning, 5 (1), 63-84.
Anarinejad, A., Parsamanesh, N., Khaki, Z., & Khademi, N. (2022). Analyzing the lived experiences of elementary school teachers in Behbahan city from the challenges of educational evaluation of students in the era of Corona. Teacher Education Policy Studies, 5 (4), 115-89.
Andrade, H. L., & Brookhart, S. M. (2019). Classroom assessment as the co-regulation of learning. Assessment in education: principles, policy & practice, 27 (4), 350-372.
Arfi, A., Mahram, B., Slemon, R., & Karami, M. (2021). A Comparative Study of Educational Achievement Assessment System of Syria's Primary Schools with Iran. Iranian Journal of Comparative Education, 4 (2), 1117-1137.
Azimipour, E., & Dehghani, M. (2019). Challenges of descriptive evaluation of elementary school students in the electronic platform. 14th National Conference and 8th International Conference on E-Learning and Teaching, 1-13.
Bigi, N., Rezazadeh Bahadran, H., Khosravi Babadi, A., & Pushneh, K. (2021). Design and field validation of the implementation model of educational progress evaluation in elementary school. Curriculum Studies, 16(62), 83-110.
Boca, G. D. (2021). Factors influencing students’ behavior and attitude towards online education during COVID-19. Sustainability, 13 (13), 7469.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86.
Ghasemi, S. A., & Kadkhoda, M. (2023). Analyzing the lived experiences of primary school teachers of the causes of students' academic failure in virtual education during the covid-19 pandemic. A new approach in educational sciences, 5 (1), 59-70.
Gu, J. (2021). Family conditions and the accessibility of online education: the digital divide and mediating factors. Sustainability, 13 (15), 8590.
Hassanvand, S. (2019). Pathology of qualitative assessment of primary school students from the perspective of families and teachers (case study of Bomehen city). Master thesis of Allameh Tabatabai University.
Hosni, M. (2019). Pathology of diffusion of qualitative-descriptive evaluation in Iran's educational system. Physical Education Education Growth Quarterly, 21 (2), 26-29.
Hughes, J., & Tan, E. (2017). The Dynamic Curriculum: Shared Experiences of Ongoing Curricular Change in Higher Education: Dublin City University.
Karamalian, H., Jafari Harandi, R., & Ebadi, S. H. (2012). Investigating the problems of implementing descriptive qualitative evaluation from the point of view of teachers and principals of elementary schools. New Educational Approaches, 8(2), 73-92.
Karamati, E., Rahimi, M., & Afra, R. (2022). Identification of challenges and effective evaluation solutions of primary school students' learning in Shaad software by new teachers. Quarterly Journal of Education and Evaluation Scientific Journal, 14(56), 69-102.
Khasali, A., Salehi, K., & Bahrami, M. (2014). Analysis of primary teachers' perception and lived experience of the reasons for the ineffectiveness of descriptive-qualitative evaluation program: a phenomenological study. Educational Measurement and Evaluation Studies, 5 (12), 121-152.
Kowalski, M., & Christensen, A. L. (2019). " No One Wants to be a Loser:" High School Students' Perceptions of Academic Competition. Mid-Western Educational Researcher, 31 (4), 389-406.
Malekizadeh, A. (2016). Pathology of qualitative-descriptive evaluation in primary schools. Master thesis of Shiraz University.
Manami, Z. (2021). Descriptive evaluation in virtual classes. National Conference of Professional Researches in Psychology and Counseling from the Teacher's Perspective, 10-1.
Mansouri Nik, A., & Haqit Sefat, N. (2021). An elementary teacher's lived experience of descriptive evaluation in virtual education. National Conference of Professional Researches in Psychology and Counseling from the Teacher's Perspective, 1-9.
Metawalipour Abraqoui, L. (2018). Pathology of the descriptive evaluation method in elementary schools and a comparative comparison between the views of teachers and parents. Master's thesis of Imam Javad University (AS).
Meccawy, Z., Meccawy, M., & Alsobhi, A. (2021). Assessment in ‘survival mode’: student and faculty perceptions of online assessment practices in HE during Covid-19 pandemic. International Journal for Educational Integrity, 17 (1), 1-24.
Mohammadi, Y., & Mansoori Nik, A. (2021) An elementary teacher's lived experience of qualitative-descriptive evaluation in virtual education. National Conference of Professional Researches in Psychology and Counseling from the Teacher's Point of View, 1-7.
Mortezavi, M., Maleki, H., Goya, Z., Gholam Azad, S., & Hassani, M. (2019). The necessity of developing quality rubric criteria for the successful implementation of descriptive evaluation of elementary mathematics course. Curriculum Studies, 15(57), 5-40.
Muchlis., Ibnu, S., Subandi., & Marfuah, S. (2020). Students' Result of Learning at Chemistry Department through Assessment of, for, and as Learning Implementation. International Journal of Instruction, 13 (2), 165-178.
Na, S., & Jung, H. (2021). Exploring University Instructors’ Challenges in Online Teaching and Design Opportunities during the COVID-19 Pandemic: A Systematic Review. International Journal of Learning, Teaching and Educational Research, 20(9), 308-327.
Naboizadeh, S. Z., Maschinchi, A. A., Hashemi, S. A., & Mohammadjani, S. (2021). Identifying factors affecting the successful implementation of descriptive evaluation in Iran's primary education system and comparing Iran's descriptive evaluation with selected countries. Society for the Sociology of Education, 14(1), 241-253.
Pal, K. B., Basnet, B. B., Pant, R. R., Bishwakarma, K., Kafle, K., Dhami, N., Sharma, M. L., Thapa, L. B., Bhattarai, B., & Bhatta, Y. R. (2021). Education system of Nepal: impacts and future perspectives of COVID-19 pandemic. Heliyon, 7 (9), 1-6.
Pandit, D., & Agrawal, S. (2022). Exploring challenges of online education in COVID times. FIIB Business Review, 11(3), 263-270.
Puiu, S., Idowu, S. O., Meghisan-Toma, G. M., Bădîrcea, R. M., Doran, N. M., & Manta, A. G. (2023). Online Education Management: A Multivariate Analysis of Students’ Perspectives and Challenges during Online Classes. Electronics, 12(2), 454.
Qaltash, A., Ojinejad, A., & Dehghan Mangabadi, A. (2014). Pathology of the descriptive evaluation model in order to provide a suitable model in the elementary school. Quarterly Journal of Research in School and Virtual Learning, 3 (10), 7-16.
Qurbankhani, M., Salehi, K., & Moghadamzadeh, A. (2018). Identifying effective factors in the formation of false evaluation culture in primary schools. Educational Evaluation and Measurement Studies Quarterly, 9(26), 29-69.
Saraji, F., & Shakuri, N. (2019). Barriers to parent participation in descriptive assessment: a qualitative study. Educational Measurement and Evaluation Studies Quarterly, 10(29), 229-260.
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602.
Shafii Sarvestani, M., Khazuri, F., & Darfesh, S. (2023). Teachers' lived experiences of the quality of the happy program management information system in elementary schools: a phenomenological study. Research in Curriculum Planning, 19 (75), 14-25.
Shams, G., Tari, F., & Rezaizadeh, M. (2018). Identifying infrastructural and managerial barriers to using e-learning in human resources education. Teaching Research, 7 (3), 91-116
Shin, J., Lee, Y. K., & Seo, E. (2017). The effects of feedback on students' achievement goals: Interaction between reference of comparison and regulatory focus. Learning and Instruction, 49, 21-31.
Tavasli, T., & Saidinia, M. (2022). A qualitative study of the pathology of virtual academic evaluation in non-compliance with ethical principles. Educational Sciences, 29 (2), 85-104.
Valijonovna, X. I., & qizi, X. M. B. (2022). Improving of Motivation for Studying in Primary School. European Multidisciplinary Journal of Modern Science, 6, 131–137.
Yarmohamedian, M. H. (2015). Principles of curriculum planning. Tehran: Yadavare Kitab Publication.
