Representation of Qualitative-Descriptive Evaluation Experience in Primary Schools

Evaluating the quality of education and its programs is critical. The purpose of this study is to analyze the perception of qualitative-descriptive evaluation in primary schools from the viewpoint of teachers. This study was conducted using a qualitative approach with a phenomenological design. Semi-structured qualitative interviews were used to collect data. Using purposive sampling, data saturation was obtained after 15 interviews. In-depth views of teachers, experts of qualitative-descriptive evaluation led to the identification and classification of 16 extracted indicators. "Uncertain educational status of students", "Insufficient literacy level of students", "Decreased deep and significant learning", "Attention", "Increased stress on teachers", "Lack of time", "Preference for evaluation "Quantity", "Lack of training and support for teachers", "Lack of space and facilities", "Decrease of teachers 'motivation", "Problems in implementation", "Decrease of teachers' position", "Inadequacy of available facilities and required requirements", "a Large number of students", "The lack of evaluation results" and "Focus on formal activities". According to these results, it can be said that the issues that have been experienced and understood by teachers are different factors in the evaluation and can face the evaluation process with difficulty.