Paper Information

Journal:   CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES   WINTER 2015 , Volume 11 , Number 16 (43); Page(s) 119 To 131.
 
Paper: 

THE STUDY OF THE FEEDBACK OF THE TEACHERS, ADMINISTERING THE DESCRIPTIVE-QUANTITATIVE EVALUATION

 
 
Author(s):  ENTEHAYI ARANI ALI, HASANI MOHAMMED*, SHEKARI ABBAS
 
* DEPARTMENT OF EDUCATIONAL SCIENCE, KASHAN UNIVERSITY, KASHAN, IRAN
 
Abstract: 

Considering the Aran and Biddgol elementary schools, this study is conducted with the aim of recognizing the teachers’ awareness about the concept of descriptive-quantitative feedback and, hence, applying that in the classroom. The method of study is of qualitative and phenomenological one. Semi-structural interview, observation, and content analysis were the tools by means of which data were collected. Considering the phenomenological method, Thirty two teachers, for the interview, and ten classrooms, for the observation, were selected. Based on the 100 samples of the teachers? writing feedbacks, as the third angle of this triangle, the researchers did content analysis. The findings showed that majority of the intended teachers (66%) were fully aware of the concept of the feedback and a few of them (18%) did not understand this concept perfectly and a limited number of them (16%) had no idea about what and how the concept of feedback was. The findings show that different sorts of feedback had been used by the teachers as: emotional, individual-speaking, group- speaking, and writing feedbacks. The content analysis of writing feedbacks, also, showed that the teachers mainly used the quantitative, descriptive, and encouraging feedbacks.

 
Keyword(s): ASSESSMENT, FEEDBACK, QUALITATIVE-DESCRIPTIVE EVALUATION, ELEMENTARY SCHOOL
 
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