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SCHOOL TEACHERS AND MANAGERS’ ATTITUDE TOWARD QUALITATIVE AND QUANTITATIVE ASSESSMENT IN IRANIAN PRIMARY SCHOOLS

A. Shekarey1, A. Zare-ee2, A. Rahimi2, F. Behravi3

1Islamic Azad University, Dezful branch (IRAN)
2University of Kashan (IRAN)
3Ministry of Education (IRAN)
The objective of the present study was to investigate school teachers’ and school managers’ attitude to qualitative and quantitative assessment of educational achievement in primary schools in Susa, Iran in the 2008-2009 academic year. The study was carried out using a descriptive survey design. 85 teachers and 65 school managers selected through classic sampling method and Morgan’s table for sample selection consented to serve as the sample group. A likert scale researcher-made questionnaire containing items on relevant demographic information, 39 statements on attitudes toward qualitative and quantitative assessments, and one open-ended question was used as the data collection tool. Chronbach Alpha reliability coefficient for the instrument was 0.9. Descriptive statistics (frequency distribution, mean, and percentage) and inferential statistics (independent sample T-tests, and ANOVA) were used to test the research hypotheses. The results of the study indicated that teachers and school managers believe that qualitative assessment can positively affect three important aspects of primary education: student's school behavior, students’ improved learning, and students’ mental health. Qualitative and quantitative assessments were not viewed as significantly effective on teaching-learning difficulties and parent-school relationships. The results of the study also showed no meaningful effects for level of education and teaching experiences on preferences for qualitative and quantitative assessment.