Qualitative Research in Behavioral Sciences

Qualitative Research in Behavioral Sciences

Teachers' Lived Experience of Developing Students' Competencies in the Qualitative- Descriptive Evaluation Process

Document Type : Original Article

Authors
parvin roshanghias chermahini 1
elham sadat derakhshan 2
zohreh mohammadi 2
1 Department of Educational Sciences,Farhangian University, P.O. Box 14665-889, Tehran, Iran
2 MA in Educational Sciences, Department of Educational Sciences, Farhangian University, Tehran, Iran.
10.22077/qrbs.2025.10158.1119
Abstract
Background: In today's educational system, descriptive qualitative evaluation is a new approach that provides a basis for improving students' competencies in various fields, as one of the basic goals of education.
Objective: This study was conducted with the aim of analyzing the lived experiences of elementary school teachers of the competencies acquired by students during the implementation of descriptive qualitative evaluation.
Method: This study was applied, qualitative, descriptive phenomenological in terms of its purpose, approach, and data collection method. The participants were 35 elementary school teachers from Isfahan province who were selected purposefully and based on the theoretical saturation criterion. The data collection tool in this study was a semi-structured in-depth interview. First, the framework was prepared and then approved by two professors of educational sciences. Data analysis was carried out using the seven-step Claise method and using maxqda2022 software. To examine the reliability and validity of the research findings, the four criteria of Guba and Lincoln were used.
Results: The results of the cluster analysis showed that, based on the teachers' experiences, the findings revealed four main themes including cognitive, social, moral-behavioral, and emotional-psychological competencies. Six subcategories were identified in each of the first two categories, and five subcategories were identified for each of the third and fourth main categories.
Conclusion: From the totality of the teachers' lived experiences, it can be inferred that qualitative descriptive evaluation, despite its implementation problems and shortcomings, can provide a suitable opportunity for all-round training and the growth and development of multiple competencies in students.
Keywords
phenomenological study
teachers' lived experience
primary education
competency
qualitative-descriptive evaluation
Subjects

References

Aali, A., & Mobaarak Ghamsari, R. (2016). Meta- Analysis of the findings on the effects of descriptive evaluation on learning outcomes. Quarterly Journal of Education, 34(1), 139-156. https://qjoe.ir/article-1-909-en.html

Alipour, M., Miri, M., Ghasemi, S. A., & Salarsadeghi, M. (2025). Elementary teachers' lived experiences of implementing qualitative- descriptive evaluation in virtual education during the covid- 19 pandemic: A phenomenological study. Learner-Based Curriculum and Instruction Journal, 3(3), 71-87. https://lbcij.tabrizu.ac.ir/article_18987.html?lang=en

Asl Mohammad Alizad, M., Neshat doust, H. T., Talebi, H. & Abedi, A. (2021). Construction and validation of academic competency evaluation scale among high school students in Tabriz. Quarterly of Educational Measurement, 12(45), 81-113. https://doi.org/10.22054/jem.2022.58508.2143

Attarnia, K., & Azimi, M. (2023). A research synthesis of harms and challenges of performing qualitative-descriptive evaluation in elementary school. Pouyesh in Humanities Education, 9(30), 155-182. https://humanities.cfu.ac.ir/article_2746.html?lang=en

Babansab Ahmadkolaei, R., Azizi, M. & Abedini Baltork, M. (2023). The Study of the strengths and weaknesses of descriptive evaluation in virtual education from the perspective of elementary teachers in mazandaran province. Research in Teaching, 11(4), 83-52. https:// doi: 10.22034/trj.2023.62904

Bahadorikhosroshahi, J., & Farzanmehr, F. (2025). The role of positive and negative academic emotions and quality of life in school on predicting academic competence students. Research and Innovation in Primary Education, 7(1), 85-100. https://reek.cfu.ac.ir/article_4101.html?lang=en

Bellido García, R. S., Venturo Orbegoso, C. O., Cruzata Martínez, A., Sarmientom Villanueva, E. B., Corro Quispe, J., & Rejas Borjas, L. G. (2024). Involvement of the student in their learning: Effects of formative assessment on competency development. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), em2440. https://doi.org/10.29333/ejmste/14453

Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. (H. Danaeefard & A. Salehi, Trans.). Mehraban Nashr. https://www.gisoom.com/book/44843520/

Entehaei Arani, A., Vasfian, F., Hasani, M., & Goltash, A. (2021). Lived experiences of elementary school teachers regarding the functions of the descriptive evaluation model. Education in Police Sciences Quarterly, 9(32), 99-124. https://doi.org/10.22034/tps.2021.96933

Jahini, S., Hasani, R., & Batmani, F. (2021). Designing and validating a competency-based academic achievement evaluation model. New Educational Approaches, 16(1), 1-20. https://doi.org/10.22108/nea.2021.123760.1493

Lee, J., Shapiro, V. B., Robitaille, J. L., & LeBuffe, P. (2024). Gender, racial- ethnic, and socioeconomic disparities in the development of social- emotional competence among elementary school students. Journal  of  School Psychology, 104, 101311. https://doi.org/10.1016/j.jsp.2024.101311

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Sage. https://us.sagepub.com/en-us/nam/book/naturalistic-inquiry

Makvandi, M. (2021). An investigation of the teachers' views regarding the implementation problems of the qualitative descriptive evaluation plan in the primary schools and proposing solutions. Research in Islamic Education Issues, 29(51), 181-204. https://doi.org/20.1001.1.22516972.1400.29.51.8.0

Mardan Arbat, F., & Rasouli, S. (2023). Identifying teachers’ experiences in implementing active learning requirements in the teaching process: A phenomenological study. Quarterly Journal of Teacher Education Policy Studies, 6(1), 9-40. https://journals.cfu.ac.ir/article_3240.html?lang=en

Maulida, I., Lestari, E. A., Sari, C. K., & Safutri, L. W. (2025). Formative assessment as an evaluation tool for elementary students’ speaking skills in indonesian language learning: A descriptive qualitative study. Journal of Mathematics Instruction, Social Research and Opinion, 4(3), 767-780. https://doi.org/10.58421/misro.v4i3.610

Mohammadi, M. (2022). Exploring the perceptions of Farhangian University graduates on professional teaching issues in the education system. Theory and Practice in Teacher Education (New Strategies in Teacher Education), 8(13), 239-260. https://itt.cfu.ac.ir/article_2569.html

Mokhtari Soula, K., Afzalkhani, M., Esmaeilzadeh, Z., & Shafiei, N. (2022). Validating the neglected curriculum pathology model in secondary education: A case study in Tehran. Sociology of Education, 2(10), 104-115. https://iase-jrn.ir/index.php/se/article/view/455

Moosavi, S. S., Abolmaali, K., & Mir Hashemi, M. (2017). Confirmatory factor structure of the academic competence evaluation scale in female teenage students. Applied Psychology, 11(3), 275-294. https://apsy.sbu.ac.ir/article_96892.html?lang=en

Mozaffar Sani Azar, N., Hashemi Nosratabad, T., & Na’mati Sogoli Tappeh, F. (2024). The relationship between attribution style and identity with responsibility: The mediating role of perceived competence. Quarterly Journal of Social Psychology Research, (56), 177-195. https://doi.org/10.22034/spr.2025.476277.1983

Nobakht, M., Salimi, M., & Hosseini, M. (2025). The effect of teachers' awareness of descriptive-qualitative evaluation approaches on academic motivation and learning anxiety with the mediating role of sixth grade students' academic progress. Applied Educational Leadership, 6(2), 83-101. https://ael.uma.ac.ir/article_3939.html?lang=en

Ramadhani, R. W. (2025). Authentic assessment in Kurikulum Merdeka: Benefits, challenges, and implementation strategies. Journal of Mathematics Instruction, Social Research and Opinion, 4(3), 767-780. https://doi.org10.61787/a9zpxd36

Rejeki, S. (2020). Promoting assessment for learning: Students’ perceptions of informal assessment in the English classroom. International Journal in Applied Linguistics of Parahikma, 2(1), 1-8. https://www.neliti.com/publications/343484/promoting-assessment-for-learning-students-perceptions-of-informal-assessment-in

Rezvani, H., & Mousavi Yazdi, O. (2023). A qualitative analysis of the impact of descriptive feedback on the learning motivation of elementary students. Journal of Science Innovation for Educational Development, 3(4). https://jsied.org/index.php/jsied/article/view/57

Rigi, S., & Rigi, M. (2024). Examining the relationship between social skills, engagement, and academic competence of secondary school students in Khash. Journal of Psychological and Educational Studies, 7(77), 501-508. https://www.noormags.ir/view/fa/articlepage/2183990/text

Rostamnezhad, F., & Sardari, B. (2021). The Effectiveness of Education Based on the Bybee's five step teaching pattern (5E) on Academic Competency and Academic flow. Quarterly Journal of Education Studies, 7(27), 1-20. https://researchbt.cfu.ac.ir/article_1809.html?lang=en

Sharafian, S. (2025). Predicting mental vitality based on family functioning and social adjustment in elementary students. Sociology of Education, 11(1), 135-147. https://iase-jrn.ir/index.php/se/article/view/525

Son, M., & Ha, M. (2024). Effects of descriptive peer assessment on the learning of middle and high school students in south korea. Sage Open, 14(2). https://doi.org/10.1177/21582440241256538

Supreme Council of the Cultural Revolution. (2011). Theoretical foundations of fundamental transformation in the formal and general education system of the Islamic Republic of Iran. https://qavanin.ir/Law/TreeText/?IDS=16779671442472538442

Tomasouw, J., Marantika, J. E. R., Wenno, E. C., & Van Delzen, J. C. N. (2024). The challenges of the kurikulum merdeka implementation in 3t area. KnE Social Sciences, 9(31), 359-377. https://doi.org/10.18502/kss.v9i31.17598

Vafaeifar, G., Ghaderi, M., & Maleki Avarsin, S. (2022). Identifying and examining the dimensions and components of the process of descriptive qualitative assessment in multi- grade primary school classes: A qualitative study. Journal of Jundi- Shapur Educational Development, 13(Special Issue), 100-110. https://doi.org/10.22118/edc.2022.366348.2196

Van den Heuvel Panhuizen, M., Sangari, A. A., & Veldhuis, M. (2021). Teachers’ use of descriptive assessment in primary school mathematics education in Iran. Education Sciences, 11(3), 100. https://doi.org/10.3390/educsci11030100

Vasileiadis, I., Dimitriadou, I., Koutras, S., & Vleioras, G. (2024). The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools. Journal of Research in Special Educational Needs, 24(3), 578-596.https://doi.org/10.1111/1471-3802.12653

Sri Handayani, W., Alfia, N., Muamaroh, M., & Hariyatun, H. (2025). The role of evaluation in the selection of learning materialsfor a dynamic curriculum. Journal Pendidikan Generasi Nusantara (JPGenus), 3(1), 29-36. https://doi:10.61787/z4q46z40

Yanan, Y. (2024). Learning assessment among college students and its relation to classroom performance. World Journal of Educational Research, 11(1). https://doi.org/10.22158/wjer.v11n1p64

Yang, J., & Seyed Alitabar, S. H. (2024). The effects of school size on student participation and sense of community. Iranian Journal of Educational Sociology, 7(1), 205-211. https://doi.org/10.61838/kman.ijes.7.1.20

Yousefi, E., & Nobakht, M. (2020). Teachers' narratives of elementary school students' learning difficulties. Quarterly Journal of Teacher Professional Development, 5(4), 87-104. https://tpdevelopment.cfu.ac.ir/article_1627.html?lang=en

Zare Mirakabad, A., & Keramati, M. (2025). Presenting a structural model for predicting academic well-being based on academic identity and academic self-efficacy: The mediating role of academic procrastination in students. A New Approach to Children's Education Quarterly, 6(4), 218-234. https://doi.org /10.22034/naes.2024.470007.1503

References
Aali, A., & Mobaarak Ghamsari, R. (2016). Meta- Analysis of the findings on the effects of descriptive evaluation on learning outcomes. Quarterly Journal of Education, 34(1), 139-156. https://qjoe.ir/article-1-909-en.html
Alipour, M., Miri, M., Ghasemi, S. A., & Salarsadeghi, M. (2025). Elementary teachers' lived experiences of implementing qualitative- descriptive evaluation in virtual education during the covid- 19 pandemic: A phenomenological study. Learner-Based Curriculum and Instruction Journal, 3(3), 71-87. https://lbcij.tabrizu.ac.ir/article_18987.html?lang=en
Asl Mohammad Alizad, M., Neshat doust, H. T., Talebi, H. & Abedi, A. (2021). Construction and validation of academic competency evaluation scale among high school students in Tabriz. Quarterly of Educational Measurement, 12(45), 81-113. https://doi.org/10.22054/jem.2022.58508.2143
Attarnia, K., & Azimi, M. (2023). A research synthesis of harms and challenges of performing qualitative-descriptive evaluation in elementary school. Pouyesh in Humanities Education, 9(30), 155-182. https://humanities.cfu.ac.ir/article_2746.html?lang=en
Babansab Ahmadkolaei, R., Azizi, M. & Abedini Baltork, M. (2023). The Study of the strengths and weaknesses of descriptive evaluation in virtual education from the perspective of elementary teachers in mazandaran province. Research in Teaching, 11(4), 83-52. https:// doi: 10.22034/trj.2023.62904
Bahadorikhosroshahi, J., & Farzanmehr, F. (2025). The role of positive and negative academic emotions and quality of life in school on predicting academic competence students. Research and Innovation in Primary Education, 7(1), 85-100. https://reek.cfu.ac.ir/article_4101.html?lang=en
Bellido García, R. S., Venturo Orbegoso, C. O., Cruzata Martínez, A., Sarmientom Villanueva, E. B., Corro Quispe, J., & Rejas Borjas, L. G. (2024). Involvement of the student in their learning: Effects of formative assessment on competency development. Eurasia Journal of Mathematics, Science and Technology Education, 20(5), em2440. https://doi.org/10.29333/ejmste/14453
Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. (H. Danaeefard & A. Salehi, Trans.). Mehraban Nashr. https://www.gisoom.com/book/44843520/
Entehaei Arani, A., Vasfian, F., Hasani, M., & Goltash, A. (2021). Lived experiences of elementary school teachers regarding the functions of the descriptive evaluation model. Education in Police Sciences Quarterly, 9(32), 99-124. https://doi.org/10.22034/tps.2021.96933
Jahini, S., Hasani, R., & Batmani, F. (2021). Designing and validating a competency-based academic achievement evaluation model. New Educational Approaches, 16(1), 1-20. https://doi.org/10.22108/nea.2021.123760.1493
Lee, J., Shapiro, V. B., Robitaille, J. L., & LeBuffe, P. (2024). Gender, racial- ethnic, and socioeconomic disparities in the development of social- emotional competence among elementary school students. Journal  of  School Psychology, 104, 101311. https://doi.org/10.1016/j.jsp.2024.101311
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Sage. https://us.sagepub.com/en-us/nam/book/naturalistic-inquiry
Makvandi, M. (2021). An investigation of the teachers' views regarding the implementation problems of the qualitative descriptive evaluation plan in the primary schools and proposing solutions. Research in Islamic Education Issues, 29(51), 181-204. https://doi.org/20.1001.1.22516972.1400.29.51.8.0
Mardan Arbat, F., & Rasouli, S. (2023). Identifying teachers’ experiences in implementing active learning requirements in the teaching process: A phenomenological study. Quarterly Journal of Teacher Education Policy Studies, 6(1), 9-40. https://journals.cfu.ac.ir/article_3240.html?lang=en
Maulida, I., Lestari, E. A., Sari, C. K., & Safutri, L. W. (2025). Formative assessment as an evaluation tool for elementary students’ speaking skills in indonesian language learning: A descriptive qualitative study. Journal of Mathematics Instruction, Social Research and Opinion, 4(3), 767-780. https://doi.org/10.58421/misro.v4i3.610
Mohammadi, M. (2022). Exploring the perceptions of Farhangian University graduates on professional teaching issues in the education system. Theory and Practice in Teacher Education (New Strategies in Teacher Education), 8(13), 239-260. https://itt.cfu.ac.ir/article_2569.html
Mokhtari Soula, K., Afzalkhani, M., Esmaeilzadeh, Z., & Shafiei, N. (2022). Validating the neglected curriculum pathology model in secondary education: A case study in Tehran. Sociology of Education, 2(10), 104-115. https://iase-jrn.ir/index.php/se/article/view/455
Moosavi, S. S., Abolmaali, K., & Mir Hashemi, M. (2017). Confirmatory factor structure of the academic competence evaluation scale in female teenage students. Applied Psychology, 11(3), 275-294. https://apsy.sbu.ac.ir/article_96892.html?lang=en
Mozaffar Sani Azar, N., Hashemi Nosratabad, T., & Na’mati Sogoli Tappeh, F. (2024). The relationship between attribution style and identity with responsibility: The mediating role of perceived competence. Quarterly Journal of Social Psychology Research, (56), 177-195. https://doi.org/10.22034/spr.2025.476277.1983
Nobakht, M., Salimi, M., & Hosseini, M. (2025). The effect of teachers' awareness of descriptive-qualitative evaluation approaches on academic motivation and learning anxiety with the mediating role of sixth grade students' academic progress. Applied Educational Leadership, 6(2), 83-101. https://ael.uma.ac.ir/article_3939.html?lang=en
Ramadhani, R. W. (2025). Authentic assessment in Kurikulum Merdeka: Benefits, challenges, and implementation strategies. Journal of Mathematics Instruction, Social Research and Opinion, 4(3), 767-780. https://doi.org10.61787/a9zpxd36
Rejeki, S. (2020). Promoting assessment for learning: Students’ perceptions of informal assessment in the English classroom. International Journal in Applied Linguistics of Parahikma, 2(1), 1-8. https://www.neliti.com/publications/343484/promoting-assessment-for-learning-students-perceptions-of-informal-assessment-in
Rezvani, H., & Mousavi Yazdi, O. (2023). A qualitative analysis of the impact of descriptive feedback on the learning motivation of elementary students. Journal of Science Innovation for Educational Development, 3(4). https://jsied.org/index.php/jsied/article/view/57
Rigi, S., & Rigi, M. (2024). Examining the relationship between social skills, engagement, and academic competence of secondary school students in Khash. Journal of Psychological and Educational Studies, 7(77), 501-508. https://www.noormags.ir/view/fa/articlepage/2183990/text
Rostamnezhad, F., & Sardari, B. (2021). The Effectiveness of Education Based on the Bybee's five step teaching pattern (5E) on Academic Competency and Academic flow. Quarterly Journal of Education Studies, 7(27), 1-20. https://researchbt.cfu.ac.ir/article_1809.html?lang=en
Sharafian, S. (2025). Predicting mental vitality based on family functioning and social adjustment in elementary students. Sociology of Education, 11(1), 135-147. https://iase-jrn.ir/index.php/se/article/view/525
Son, M., & Ha, M. (2024). Effects of descriptive peer assessment on the learning of middle and high school students in south korea. Sage Open, 14(2). https://doi.org/10.1177/21582440241256538
Supreme Council of the Cultural Revolution. (2011). Theoretical foundations of fundamental transformation in the formal and general education system of the Islamic Republic of Iran. https://qavanin.ir/Law/TreeText/?IDS=16779671442472538442
Tomasouw, J., Marantika, J. E. R., Wenno, E. C., & Van Delzen, J. C. N. (2024). The challenges of the kurikulum merdeka implementation in 3t area. KnE Social Sciences, 9(31), 359-377. https://doi.org/10.18502/kss.v9i31.17598
Vafaeifar, G., Ghaderi, M., & Maleki Avarsin, S. (2022). Identifying and examining the dimensions and components of the process of descriptive qualitative assessment in multi- grade primary school classes: A qualitative study. Journal of Jundi- Shapur Educational Development, 13(Special Issue), 100-110. https://doi.org/10.22118/edc.2022.366348.2196
Van den Heuvel Panhuizen, M., Sangari, A. A., & Veldhuis, M. (2021). Teachers’ use of descriptive assessment in primary school mathematics education in Iran. Education Sciences, 11(3), 100. https://doi.org/10.3390/educsci11030100
Vasileiadis, I., Dimitriadou, I., Koutras, S., & Vleioras, G. (2024). The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools. Journal of Research in Special Educational Needs, 24(3), 578-596.https://doi.org/10.1111/1471-3802.12653
Sri Handayani, W., Alfia, N., Muamaroh, M., & Hariyatun, H. (2025). The role of evaluation in the selection of learning materialsfor a dynamic curriculum. Journal Pendidikan Generasi Nusantara (JPGenus), 3(1), 29-36. https://doi:10.61787/z4q46z40
Yanan, Y. (2024). Learning assessment among college students and its relation to classroom performance. World Journal of Educational Research, 11(1). https://doi.org/10.22158/wjer.v11n1p64
Yang, J., & Seyed Alitabar, S. H. (2024). The effects of school size on student participation and sense of community. Iranian Journal of Educational Sociology, 7(1), 205-211. https://doi.org/10.61838/kman.ijes.7.1.20
Yousefi, E., & Nobakht, M. (2020). Teachers' narratives of elementary school students' learning difficulties. Quarterly Journal of Teacher Professional Development, 5(4), 87-104. https://tpdevelopment.cfu.ac.ir/article_1627.html?lang=en
Zare Mirakabad, A., & Keramati, M. (2025). Presenting a structural model for predicting academic well-being based on academic identity and academic self-efficacy: The mediating role of academic procrastination in students. A New Approach to Children's Education Quarterly, 6(4), 218-234. https://doi.org /10.22034/naes.2024.470007.1503

  • Receive Date 04 September 2025
  • Revise Date 12 November 2025
  • Accept Date 17 November 2025