A Systematic Review of Studies on the Implementation of the Qualitative-Descriptive Evaluation (QRE) Approach in Primary Schools in Iran: Challenges, Opportunities, and Implementation Strategies

Document Type : Original Article

Authors

1 Department of Social Sciences Education, Farhangian University, Ardabil, Iran.

2 Department of English Language Teaching, Farhangian University, Ardabil, Iran.

Abstract

Background and Objectives: Qualitative-descriptive evaluation (QRE) has emerged as a significant approach for assessing academic progress in the Iranian educational system, particularly at the elementary level. It emphasizes a continuous and comprehensive evaluation of the learning process, prioritizing qualitative feedback and ongoing learning enhancement over traditional scores and final tests. Despite its potential, the implementation of QRE in elementary schools faces challenges. This study aimed to investigate the challenges and opportunities associated with the implementation of descriptive evaluation and propose practical strategies for its effective use. Methods: To address the research aim, a content analysis was conducted on 19 selected research articles from the SID and Magiran databases, published between 2019 and 2023. Data analysis involved coding, thematic analysis, and synthesizing the studies, following the model proposed by Sandelowski and Barroso (2007). Findings: The results indicate that descriptive evaluation can improve the quality of learning and enhance student participation and motivation. However, significant obstacles hinder its effective implementation in Iranian elementary schools. These challenges include a lack of resources, insufficient professional skills among teachers, and difficulties in curriculum planning and educational policy-making. Conclusion: Successfully implementing descriptive evaluation requires collaborative interaction and coordination among all key stakeholders, including teachers, administrators, parents, and educational policymakers. Addressing the identified obstacles and leveraging existing opportunities can significantly enhance the quality of learning and education in elementary schools.

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References

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Journals of Research in Teacher Education Curriculum Studies
Volume 5, Issue 1 - Serial Number 8
August 2025
Pages 146-172

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