مشخصات پژوهش

The present study aimed to investigate the shortcomings of the virtual evaluation system in Iranian elementary school. The applied study employed a descriptive research method and a survey research design. The population consisted of all (410) elementary school teachers in Miandoab city in the academic year of 2020-2021. Using a proportional stratified random sampling method and the Krejcie and Morgan Table, the sample size was determined as 201 individuals. A researcher-made questionnaire was used to collect data. Education experts and professors of the Department of Educational Sciences confirmed the face validity of the questionnaire. The reliability of the questionnaire was determined using Cronbach’s alpha coefficient of 0.95. Descriptive statistics (frequency, mean and standard deviation, and variance) and inferential statistics (one-sample t-test) were employed to analyze the data. The results indicated that focus on the correlation of evaluation methods with general goals and behavior; the level of student readiness to enter electronic courses in evaluation; the way the teacher interacts with managers, other teachers, staff, and students in the evaluation of the virtual environment; and knowledge level and skills in the evaluation of virtual education are management aspects, and hardware and software requirements and web browsers in evaluation; the possibility of adding evaluation methods by the teacher; the possibility of benefiting from media and digital resources in evaluation; adaptation of technological architecture to the evaluation schedule of the course; the use of educational tools to evaluate students; and the use of technical standards to share questions, assignments and feedback in the evaluation are electronic technology aspects in exploring the shortcomings of virtual evaluation of elementary school. As the research results demonstrate, educational designers and evaluators should consider issues such as the use of inter-curricular questions for