نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری برنامه ریزی درسی، دانشکده علوم تربیتی، دانشگاه بیرجند، خراسان جنوبی، ایران
2 استادیار گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران
3 دانشجوی کارشناسی ارشد روان شناسی تربیتی، گروه روانشناسی، دانشگاه بیرجند، بیرجند، ایران
4 دانشجوی کارشناسی ارشد روانشناسی شناختی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تهران، تهران، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: This study explored the lived experiences of elementary teachers during the implementation of descriptive evaluation in the virtual education period of COVID-19.
Methods: Using a qualitative phenomenological approach, data were collected through in-depth interviews with 15 elementary school teachers in Birjand during the 2021-2022 academic year. Participants were selected via purposive criterion sampling, and data saturation was achieved. The Colizzi (2002) method was used for data analysis, with MAXQDA11 software as the tool.
Findings: Data validation was ensured using Guba and Lincoln's (1985) four criteria. Seven main themes emerged: "Learning assessment tools," "Monitoring the educational process," "Parents and evaluation," "Virtual feedback," "Educational and behavioral consequences," "Justice in evaluation," and "Electronic portfolio."
Conclusion: Teachers employed various tools and methods to assess and support students’ learning in the virtual context, revealing both opportunities and challenges. Virtual evaluations fostered innovative practices and provided insights into students' progress. However, disparities in access to resources, variations in parental involvement, and perceptions of injustice in assessments created significant obstacles. These findings underscore the need for equitable and effective strategies to enhance the virtual education process, emphasizing the critical role of comprehensive support for both teachers and students in overcoming these challenges.
کلیدواژهها [English]
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