عنوان مقاله [English]
The evaluation of the attained first cycle primary school Farsi curriculum - grades one to three – is the third level of the evaluation of the primary school Farsi curriculum. After evaluating the intended and implemented curriculum, the purpose of its evaluation is to determine the competencies and inadequacies of the attained curriculum at grades 1 to 3. The evaluation of the attained Farsi language arts curriculum was done through a field study. Three written and oral tests on the writing skills of Farsi, Farsi spelling, fluent reading and reading comprehension were conducted among the sample students selected in the related provinces
To answer the research questions, the comparison, analysis and deductive inference based on the detailed result of the tests. First, the characteristics of the realized objectives was identified through conducting the questionnaire in a purposeful sample of the Farsi textbook developers and the selected primary school teachers. Then, based on the expected characteristics, the written and oral tests were conducted in a clustered sample, selected from the schools of the 4 provinces. The tests for assessing the learning achievements of the students of grades 1 to 3, based on the theoretical foundation and nature and objectives of the periodical evaluation of the first cycle primary school Farsi curriculum, were researcher-made and they were all valid. To design and review of the test items, the questions developed by the teachers of the related provinces, were used after several rounds of screening. For more content and face validity, the views of the three selected expert teacher have been used to revise the test items at two stages. To validate the tests, they were conducted at two male and female schools (one class of each grade) during the two consecutive days and there were some revisions in text and the arrangement of the test items. To revise and evaluate the results of the tests at the different grades, Certain criteria have been considered after validation and getting the agreement. One of the most important findings is that in terms of the Farsi writing skills, the achievement of the students of grades 1 to 3 was much lower than the targeted achievement, near the limited achievement and rather weak. In majority of the reading, comprehension and vocabulary criteria, the male primary school students showed a high degree of shortcoming in language arts achievement and reading literacy. In terms of the writing skills, Farsi spelling and writing skill, legibility, the overall progress of the students, especially among the students of male schools is inappropriate and illegible, almost below the relative achievement, limited and weak. The students have shown the greatest weakness in terms of mastery of the handwriting skills.