مقایسه دو شیوه ارزشیابی پیشرفت تحصیلی توصیفی و سنتی از دید معلمان و مدیران مدارس دوره ابتدایی شهر شوش

The purpose of this paper is to compare two descriptive and classic academic suc-cess valuations from viewpoint of headmasters and teachers of primary schools in Shoosh during 2008-2009 period. The methodology was descriptive survey and statistical population was all teachers and headmasters of primary schools in Shoosh participating in descriptive valuation plan. Using Krejcie and Morgan Tables, respectively 85 and 65 persons were selected as statistical sample by random stratified sampling method. Survey tool was structured questionnaire including demographics and components tested by 39 closed-ended questions and open-ended questions which its form and content validity is provided and its reliability through Cronbach alpha is 0. 91 in descriptive components of academic success valuation and 0.93 in classic components of academic success valuation. Data statistical analysis in descriptive level is done descriptive statistical indicators and in deductive level is done by t-test, f-independent groups, single-way variance analysis, and Scheffe's test. Findings showed that there was no meaningful difference between respondents' viewpoint based on job rank, age, education, and work experience while there was significant difference based on sex. In comparison to influence of classic and descriptive valuation in components of behavior improvement, learning improvement, and mental health of students, there is meaningful difference between higher average of descriptive academic success valuation and classic academic success valuation average but in other two components, difficulty in teaching-learning for participating teachers and interaction between students' parents and teachers and headmasters, no meaningful difference was not observed between influence of the two academic success valuation.