Contagious Disease

The Covid-19 disease taught us that virtual training and evaluation should be considered together with face-to-face education. Therefore, in this article an attempt has been made to examine the various tools and methods of virtual evaluation of students' learning during the outbreak of contagious diseases. In this research, qualitative research method and grounded theory method were used for data analysis. The research participants were selected by purposeful sampling among the professors of Payam Noor University, Razavi Khorasan province, and after selecting 18 people, saturation was reached. After collecting information by semi-structured interview method, the type and amount of tools were analyzed by entering Max QDA software. In the next step, using available sampling and an open-ended questionnaire, 6 experts in the field of virtual education were asked to state the advantages, disadvantages and solutions of each of the evaluation categories. The findings indicate that virtual evaluation includes 2 main categories; exam and non-exam and 11 subcategories; Formative exam, test , descriptive exam, unique exam, oral exam, self-evaluation, attendance and absence, class presentation, research, rewriting and assignment presentation. The sub-categories of "attendance" and "test " and "research" have the most, and the category of "self-evaluation" and "unique exam" have the least amount of use among professors. In general, the main category "non-exam" is used more than the main category "exam" in professors' evaluations.