Abstract

  Aims: Descriptive evaluation is an evaluating system in which competition and sensitivity to the obtained score is replaced with cooperation and also evaluating tools are applied. Creation of more compatible models is expected in this method in comparison with traditional evaluation method. The main purpose of this research was comparing the descriptive and traditional evaluation systems in respect to the fifth-grade students’ patterns of adaptive learning.

  Methods: This applied, non-experimental study with causal-comparative design was carried out in 2010 on 477 fifth grade students of Yazd elementary schools that were under traditional and descriptive evaluation systems. The study samples were chosen by cluster sampling method and were divided into two groups of students under descriptive evaluation project (251 students) and those under traditional evaluation system (226 students). Subjects answered the Patterns of Adaptive Learning Scale Midgley. Data were analyzed by multivariate and two way analysis of variance using SPSS 16 statistical software.

  Results: There was significant difference between the subjects of descriptive evaluation project and traditional evaluation system in performance-avoidance goal orientation and self-presentation of low achievement (p=0.0.2). Students of traditional evaluation system had superiority over the descriptive project students in none of the studied fields.