[Evaluation of validity and reliability of the questionnaire of student evaluation of teaching]

In any research work, the tools used to approach the designed project goals should be evaluated. The purpose of the present study was to obtain validity and reliability of the questionnaire of student ratings of teaching in Ahvaz JundiShapur University of Medical Sciences. The questionnaire of student ratings of teaching was evaluated in a descriptive study. In this study the views of 70 expert faculty members and 5420 completed questionnaire by students were used. To investigate the reliability, two methods of split-half and internal consistency [Cronbach's Alpha] were applied, and the validity was determined by three aspects of construct validity [factor analysis], concurrent validity and content validity. The Data were analyzed by SPSS-15 software. The factor analysis revealed 2 factors as tutor capability and expert teaching, which could explain 67.69% of the total variance. The concurrent validity coefficiency was determined as 0.538 for the first 14 questions in comparison to question number 15. Within content validity the coefficient of all items was determined as 0.920. The internal consistency of questions showed a high correlation of all 15 questionnaire items. The Cronbach's alpha was 0.947% and split-half reliability was 0.884%. It is concluded that student ratings questionnaire with a reasonable degree of validity and reliability could be accounted as a suitable tool to evaluate the University teaching conditions

[ opinions of academic members of Ahvaz university of medical sciences about the effective factors on their evaluation score variations]

Considering the importance of educational processes in our universities, evaluation of academic members in order to improve their teaching quality is highly necessary. In Education Development Center of Ahvaz University of Medical Sciences, evaluation of academic members by students is performed annually through questionnaires and the results are reflected to the teachers. To determine the opinions of teachers about the effective factors on variations of their evaluation score during the academic year of 2003-2004 in comparison to the previous year. In this descriptive study a researcher-made questionnaire was prepared and distributed among 130 non- clinical academic members of whom 72% filled and returned the questionnaires. Data were analyzed by computing frequency, percentage and Chi-square test. About half of the teachers [52.3%] gained a higher evaluation score in comparison to the previous year and they believed that the most important factors causing this increase have been respectively more proficiency in educational program content [46%], considering students' program level [26%], knowing the results of previous evaluation [23%], participating in medical education workshops [75%], improvement of educational facilities [71%] and alteration in social behavior [68%]. Among all teachers, 37.4% gained a lower score comparing to the previous year and according to them frequent holidays during the academic semester [49%], type of course and its nature [37%] and students dishonesty in evaluating teachers [34%] had been the most important factors affecting decrease in their evaluation score, while inappropriate class time [91%] had not been effective in this regard. In order to improve the quality of educational programs, considering academic members' suggestions and trying to resolve educational problems are highly recommended