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Abstract
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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
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