The objective of the present study is to analyze the experiences of teachers, students and parents in connection with challenges resulting from decrease of eustress in uneven implementation of descriptive evaluation program in educational system and educational performance of the students. Data was collected upon performing Semi-Structured Interview and purposeful sampling on 63 persons as research sample and was analyzed with Colaizzi's method. The results show that lack of separation between Eustress and Distress, when targeting descriptive evaluation plan, results in manifestation and severity of many and varied challenges. When the students have no stress and the evaluation criteria is very general, they may not obey their teachers and this may cause precarious position for the teachers; provide disobedience increase; loss of educational performance as well as misplaced expectations of the students and their parents. The evidence shows severe decline of productive education stress among students and this matter ends in loss of constructive competition and efforts, achievement motivation and reduction of deep learning of students, and finally; it causes educational failure and illiteracy.
Hassanzadeh Polkohei, S., & Salehi, K. (2018). Phenomenological Analysis of Challenges Resulting From Loss of Eustress in Qualitative – Descriptive Evaluation System. Educational Measurement and Evaluation Studies, 7(20), 155-191.
MLA
Shahrbanoo Hassanzadeh Polkohei; Keyvan Salehi. "Phenomenological Analysis of Challenges Resulting From Loss of Eustress in Qualitative – Descriptive Evaluation System". Educational Measurement and Evaluation Studies, 7, 20, 2018, 155-191.
HARVARD
Hassanzadeh Polkohei, S., Salehi, K. (2018). 'Phenomenological Analysis of Challenges Resulting From Loss of Eustress in Qualitative – Descriptive Evaluation System', Educational Measurement and Evaluation Studies, 7(20), pp. 155-191.
VANCOUVER
Hassanzadeh Polkohei, S., Salehi, K. Phenomenological Analysis of Challenges Resulting From Loss of Eustress in Qualitative – Descriptive Evaluation System. Educational Measurement and Evaluation Studies, 2018; 7(20): 155-191.
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