[Comparison of student assessment of educational performance of the faculty with the teacher's self assessment in kerman University of Medical Sciences]

Investigation of the opinions of individuals involved in education [faculty and student] makes the assessment of the faculty, educational performance more valid and help us improve quality as an objective of evaluation. A method to decrease subjectivity in evaluation of teachers by student is self assessment, especially when evaluation aims to find shortages and help to improve education. This survey is to compare the self assessment of the faculty with student assessment about the faculty teaching method. To do this descriptive-analytical study, two questionnaires with ten questions in four categories designed in EDC were randomly distributed among 600 students and 160 faculty members teaching theory lessons. 1530 questionnaires were returned by students and 137 questionnaires by the faculty members. Data were analyzed using t and, Man-Whitney U tests and Spearman's, correlation confident. The mean of self assessment score of the faculty was more than mean of student evaluation score about their teachers [4.28 +/- 0.49 vs 3.39 +/- 0.51, P<0.0001]. There was a significant although poor relationship between students and teachers assessment on evaluation by student [r = 0.25, P<0.05] and discipline [r = 0.25, P<0.05]. But there was no significant relationship between teaching method and scientific level of the faculty [P>0.5]. In this survey, the scores the faculty members considered for themselves were higher than the scores the students assigned to them and the faculty's satisfaction on teaching methods and scientific performance is different from what the students considered. In this way presenting an appropriate evaluating system, using various methods of evaluation and giving proper feedback to the faculty is necessary

Preliminary assessment of the validity and reliability of the evaluation questionnairesby the students regarding teaching methods of the faculty members of KermanUniversity of Medical Sciences in 2002-2003

Teachers' performance evaluation is one of the most important tools in the education process. It is used to determine weaknesses and strengths of education so that by reinforcing the strong points we can improve the education quality. To determine the validity and reliability of practical and theoretical teaching evaluation questionnaires regarding the faculty by the students in Kerman University of Medical Sciences. The validity and reliability of the existing EDC questionnaires were reevaluated. At first, the content validity and weight of each item were calculated using the faculty members' views, then the internal consistency of the questionnaires was determined by alpha chronbach. Theoretical and practical teaching methods categories including six and seven items showed the highest validity [0.95 and 0.97 respectively]. The evaluation category in questionnaire on the theoretical courses indicated the lowest validity [0.69]. The questionnaires having 0.91 and 0.97 reliability were considered proper for teacher evaluation according to the students. The results of this research showed that only one item should be omitted because of the absence of the suitable content validity. However to final confirmation of validity and reliability, it is better to use construct validity and test re-test methods, respectively