Ranking of Education Design Indices in the Evaluation of Teaching of Lecturers by Students

Background and Objective: The evaluation of the teaching of lecturers by students is necessary in order to provide feedback for lecturers on improving the quality of student education, evaluating teacher's duties, and to help administrators in making decisions on employing or promoting faculty members. Therefore, the aim of this paper was to design a questionnaire related to education design indices and to classify these factors in the evaluation of teaching of lecturers by students. It should be noted that Danielson’s Framework for Teaching Evaluation Instrument, ۲۰۱۳ Edition, was used in the designing of the questionnaire. Methods: This was a cross-sectional study. Using the Krejcie and Morgan table and the omission of unreturned and incomplete questionnaires, a total of ۲۹۷ questionnaires were studied. The questionnaires were investigated through validity coefficient, exploratory factor analysis, confirmatory factor analysis, and mean. Data were analyzed using SPSS and Amos software. Results: Through exploratory factor analysis, ۸ subscales were achieved. In addition, confirmatory factor analysis approved the abovementioned indexes available in the subbranches of student evaluation. In assessing teaching indexes, the most important aspect is interaction between teachers and students, and punctuality, presenting new topics, mastery over educational material, student participation in discussions, using educational technologies, lesson design, and evaluation. Conclusion: In general, the reliability and validity, face validity, content coefficient, and construct validity of the scale were satisfactory. It can be used in internal researches.

کلیدواژه ها:

Teaching evaluation ، Validity coefficient ، Exploratory factor analysis ، Confirmatory factor analysis ، Ranking