ارزشيابي توصيفي با نظام سنتي بر اساس جو كلاس، ويژگيهاي عاطفي و ميزان خلاقيت دانش‌آموزان دورة ابتدايي

A Comparison between Descriptive & Traditional Evaluation Base on Classroom Climate, Affective Characteristics Affective and Creativity of Elementary Education Students

The main purpose of the present was to study effects of descriptive & traditional evaluation project on classroom climate, affective characteristics and creativity for elementary education. It is an applied research which has a non-experimental design without a control group. The population of investigation was tertiary elementary education students at the schools of chahrmahalobakhtiari who have under descriptive and traditional evaluation. The samples, who were selected using random, consist of 480 students from this population (morgan, 1970). The result of the research after applying a spss softwar shows that there is a significant difference for classroom climate variables (cooperative, individualistic, competitive, fairness of grading, class cohesion, alinenation from school, and social support), moreover, the result also showed that between descriptive and traditional groups yielded a significant difference for students affective characteristics (satisfaction, negative affect, relationship with teacher, social integration, opportunity, achievement, adventure).