Investigating the Effect of Descriptive Evaluation on Creativity, Self-esteem and Educational Progress of Students

Students as individuals who are present in a developing and promoting and progressing society, need growth and having creative thinking and critical spirit to cooperate with complicated, dynamic and uncertain context conditions and educational system has an important role in forming this capacity, and on the other hand on the rise of new theories of learning which are based on active attempt of the learner in building the knowledge through contemplation and reasoning, it is necessary to codify educational evaluation in such a way that can deepen students’ understanding and perception and guide learning process to reach the planned aims of learning, that is learning to live. Along this, present research was performed with the aim of comparison of educational progress, creativity and self-esteem. The research’s statistical population was 146 people from total 430 girl student of fifth grade which include in descriptive evaluation plan in Iranshahr City in school year 2012-2011. The required material to collect data included three questionnaires: Abedi creation (1996) with Cronbach’s Alpha coefficient 0.72, Alice Pope self-esteem (1989) with Chronbach’s Alpha coefficient 0.72 and realized educational progress with Cronbach’s Alpha coefficient 0.72. Of statistical index such as frequency and percentage, we focused on describing research’s data and Pierson correlation coefficient and T test of independent groups were used. The results reveal that there is a significant relationship between creativity and educational progress and, self-esteem and educational progress in students with descriptive evaluation. In addition, there is a positive and

Creativity Self-esteem Educational Progress , Descriptive Evaluation