The purpose of this research was to investigate the pathology of qualitative-descriptive evaluation method in elementary schools in Iran from the teachers' point of view. The research sample included 200 teachers from 24 elementary schools in four districts (3 male and 3 female schools from each district) in Shiraz city. They were selected by using randomized cluster sampling. They completed researcher-developed Qualitative-Descriptive Evaluation Questionnaire. This questionnaire assesses the qualitative-descriptive evaluation harms in five dimensions of feedback, parents, tools, score and evaluation. The results showed that the number of harms in evaluation dimension is more than that of score and feedback dimensions and the number of harms in the parents dimension was more than that of score and feedback and the number of harms in the tools dimension was more than that of feedback dimension. The results also indicated that the attitude of the sixth-grade teachers toward feedback dimension was significantly higher than that of first-grade teachers, and there was a significant difference between the attitude of male and female teachers towards evaluation harms in dimensions of score and evaluation for the favor of males, but its difference with dimensions of tools, parents, and feedback is not significant. Moreover, there were not any differences between teachers` point of view regarding their level of education, their field of study and the district that they worked. Among all dimensions, feedback showed significant correlation with teacher's working experience.
