Document Type : Original Article
Authors
1 Professor, Department of Methods and Curriculum, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
2 Master of Arts in Curriculum, Department of Educational Sciences, Bu-Ali Sina University, Hamedan, Iran.
Abstract
The purpose of the current research is to identify the challenges of formative assessment in e-learning in elementary school. The research approach is a mixed method with a sequential exploratory design. The participants in the qualitative part were 20 primary teachers of Hamadan city, who were selected according to the criterion-based method and followed the rule of theoretical saturation, and participated in a semi-structured interview. In a small part, among 1309 primary school teachers, 302 people were selected by stratified relative sampling method. The data collection tool at this stage was a researcher-made questionnaire consisting of nine components and 55 items. The validity of the questionnaire was obtained from the type of content validity and its reliability through Cronbach's alpha 0.95. Qualitative data analysis was done by thematic analysis and quantitative data analysis using descriptive statistics, inferential statistics and Friedman's test. And it showed that in the qualitative part, infrastructural challenges, economic challenges, technical and software challenges, teacher challenges, student challenges, family and parent challenges, educational challenges, feasibility challenges and reliability challenges were identified. In the quantitative part, the results of the one-group t-test showed, in general, the amount of continuous evaluation challenges and the amount of infrastructural, technical and software challenges, challenges related to teachers, students, parents and families, and educational challenges related to continuous evaluation in education. Electronic devices are above average and there is not much challenge in terms of realizability and reliability. The results of Friedman's ranking test showed that the most important challenges of continuous evaluation in electronic education in the elementary school include student-related challenges, family and parent challenges, teacher-related challenges, economic, educational issues, Infrastructural, technical and software, reliability and the possibility of realization.
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