Eureka! Institutional Repository

The aim of this research study is the introduction of the Descriptive Evaluation to Primary Schools so as to induce a different perception of the evaluation of the pupils. In particular it tests the knowledge of the primary education teachers of the county of Xanthi on this evaluation, the elements that they consider as positive and that can lead to useful conclusions about the cognitive profile of the pupils. It also tests those elements that are deemed negative and as such, they may affect their opinion about the Descriptive Evaluation. At the same time, inhibitory factors and the prevailing conditions in the actual public education that may affect the teachers’ attitude and opinion are examined. Descriptive statistics have been used for the presentation of the findings with the aid of occurrence tables and graphics in order for the findings to be better understood. For the analysis of the results the questions have been divided in three axes and after checking the reliability of the factors with the reliability indicators Cronbach’s Alpha and Cronbach’s Alpha if Item Deleted we proceeded to ascertain statistical dependencies by using the x² check factor. The results have shown the primary school teachers of the county of Xanthi are in favour of the implementation of the Descriptive Evaluation through which the students’ performance are fully and clearly illustrated, while at the same time the abilities, skills and interests and the conduct of the students are shown. Furthermore, the weaknesses and the special features of the students surface. The results of the research study have also shown that the whole educational process triggers serious concerns for the teachers to fully embrace the implementation of the evaluation. Finally, this study demonstrated insufficient training and incomplete education of the teachers regarding the Descriptive Evaluation.