The aim of the present study was a comparative study to evaluate the academic achievement of elementary students in the education system of Syria and Iran. For this purpose; The analysis of curriculum documents and semi-structured interviews with primary school teachers in the two countries were used. Participants included 15 primary school teachers in both countries. The data from the interview were analyzed using Maxqda software. The results showed that the evaluation of academic achievement in the elementary school of Iran is done qualitatively-descriptively during the academic year; In Syria, however, quantitative and quantitative data-based assessments have been made, and students must obtain the required grades to advance to a higher grade. Iranian students are interested in exams in elementary school, and qualitative evaluation reduces their stress and anxiety and interest in exams in students; While Syrian students, during their studies and during exams; They have anxiety and fear, stress and lack of self-confidence, and most of them have a feeling of disgust towards the evaluation of academic achievement. One of the suggestions of this study is to review the evaluation of academic achievement and in line with the goals of the educational system and to present a model based on philosophical and psychological principles for the Syrian educational system and to deepen and develop descriptive evaluation in Iran.

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