A Study of Teachers’ and Students’ Perceptions on Elementary school language learning curriculum Evaluation

This research aims to examine the teachers' and students' perceptions regarding the evaluation of the elementary school language learning curriculum during 2017-2018 in primary schools of Shahrekord.

It is mixed research in terms of the type of research. The reliability of the researcher-made questionnaire was estimated at 0.89 and the convergent validity value was 0.78 using PLS software and composite reliability method. The statistical population of the quantitative part consisted of 13682 male and female students of primary schools and in the qualitative part with the phenomenological method, it included 30 female and male teachers of Shahrekord. The purposive sampling method was used to collect data.

The results of the quantitative part showed that the students consider mathematics and experimental sciences more significant than the language learning curriculum. In the qualitative part, from the teachers' viewpoint, the inclusion of self-assessment activities, strengthening the scientific and research character of students, and increasing self-confidence and self-belief were among the merits of language learning curriculum evaluation. The student's feelings of discomfort due to possible errors affecting on teachers' evaluation methods and excessive focus on written tests were raised as disadvantages of language learning curriculum evaluation.