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 continuous evaluation in electronic education in elementary school.The research method is mixed with a sequential exploratory design andthe participants in the qualitative section were 20 elementary school teachers from Hamedan city who were selected using a criterion-based method and observing the theoretical saturation rule and participated in semi-structured interviews.In the quantitative section, 302 out of 1309 elementary school teachers were selected using proportional stratified sampling, then these themes were compiled and implemented in the form of a questionnaire with 55 items and 9 components.The validity of the questionnaire was determined by content method and reliability was obtained using Cronbach's alpha 0.95.Qualitative data analysis was performed using content analysis and quantitative data analysis using descriptive statistics indicators, one-group T-test after ensuring the normality of data distribution by performing the Kolmogorov-Smirnov test and the Friedman test ,was done.The results of the qualitative section showed that infrastructure, economic, technical, and software challenges, teacher-related challenges, student-related challenges, family and parent-related challenges, educational challenges, feasibility challenges, and reliability challenges are important.In the quantitative section, the results showed that the level of continuous evaluation challenges, the level of infrastructure, technical, and software challenges, challenges related to teachers, students, parents, and families, and educational challenges related to continuous evaluation in e-learning are above average, and there are not many challenges in terms of feasibility and reliability.The results of the Friedman ranking test showed that the most important challenges of continuous evaluation in electronic education in elementary school include, in order, student-related challenges, family and parent challenges, teacher-related challenges, economic, educational, infrastructure, technical and software issues, reliability, and feasibility.It can be concluded that implementing continuous evaluation in electronic environments faces numerous challenges, and overcoming these challenges is necessary for the correct implementation of continuous evaluation.
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