ABSTRACT
Evaluation of academic staff is conducted in different ways. One of these methods which are commonly applied nowadays is asking students [the only group that experience the direct effect of teaching during the course] about their opinions. Hence, this study was conducted to present the students' viewpoints about the evaluation of academic staff's performance using evaluation forms. In this qualitative, using phenomenology, 40 students of nursing, midwifery, medicine, and allied health sciences from different semesters were participated in individual semi-structured interviews and group discussions in order to understand their viewpoints and experiences about evaluation of academic staff in theoretical courses. The interviews were tape-recorded and transcribed verbatim. The data was analyzed using the "content analysis" method. Our findings suggest that although the students are in agreement with evaluating the academic staff, they are reluctant to fill in the forms and stated that the current situation is not satisfactory. "Change, relativity, a student as a judge, non-effective time, open doors, effective question, and non-effective question" represent students' viewpoints and experiences about evaluating academic staff in theoretical courses using evaluation forms. The participants emphasized the evaluation should be used as a positive reinforcement for improving education quality. Academic staff is the main elements in students' learning and could act inhibitors and facilitators. By teaching evaluation, one can make changes or corrections in further programs. Meanwhile, creative interventions are essential to satisfy students