Abstract

“Descriptive evaluation” is a new model that seeks to provide a context for students to learn more deeply in the classroom with joy and cheerfulness; therefore, instead of extreme attention to final examinations and scores, more attention is paid to the process of teaching and learning during the academic year and in line with this attention, the student's emotional, social and even physical growth are considered. This initiative has proposed fundamental changes in the current evaluation system while considering the improvement of the quality of learning and teaching and to increase mental health in the teaching and learning environments. Including a change of scale from 0-20 to the orderly scale, changing the structure of the workbook and turning it into descriptive workbook as “Report on academic achievement”, changing and diversifying the tools and methods for collecting information from the student's academic status, such as: Work folder, performance tests, inspection list and observation record sheet, change in overall evaluation approach from the final evaluation to the developmental and procedure evaluation in the decision-making authority in the promotion of the students. In this plan, instead of the final exams, the teacher and the school council are the decision-making authority for designation and selection.