Reflection of descriptive evaluation in virtual education from the perspective of teachers, parents and students

The present study was conducted with the aim of analyzing the implementation of descriptive evaluation of primary school students in virtual education from the perspective of teachers, parents and students and with a qualitative approach and descriptive phenomenological method. For this purpose, among the teachers, parents and students of the elementary school in the 18th district of Tehran who were present in the research field, with the purposeful sampling method and by using the criterion strategy, accessible (easy) and snowball, the number of participants depending on the theoretical saturation is twenty teachers, twenty The parents and twenty students arrived, semi-structured interviews were conducted. Data analysis with the seven-step Claysey strategy led to the identification of four main themes and 26 sub-themes for the group of teachers, four main themes and 15 sub-themes for the group of parents, and three main themes and 22 sub-themes for the group of students. The results show the different views of the three groups in the field of implementation methods, which are necessary to know and be aware of in order to take the necessary measures in order to optimally implement descriptive evaluation in virtual education.