‘Effectiveness of Students’ Evaluation of Teaching from the Viewpoint of Iranian Graduate Students’ by Fereshteh Shirzad, Khorshid Mousavi & Bita Asadi


Due to the significance of evaluating teaching effectiveness based on reliable and valid instruments, this study was conducted to identify dimensions of teaching effectiveness from Iranian graduate students’ perspectives. This study adopted an exploratory descriptive design. Participants were 100 graduate students at an Iranian University. A twelve-item format questionnaire was the main instrument for data collection. The data collected was then subjected to factor analysis, and a model produced of teaching effectiveness. The findings suggest that how much students perceive their lecturers as an efficacious teacher is an important predictor of Student Evaluation of Teaching (SET) scores. The study presents a challenge to the use of SET in an Iranian University and, in particular, raises questions of fairness if such ratings are to be used in decisions relating to employment issues. The finding suggests that SET be applied cautiously in faculty performance evaluation. The SET ratings were demonstrated to be significantly affected by the students’ perception of the lecturer as a result of that questioning the validity of this particular scale. Further, they raise questions about how the effect of confounding variables can be minimized by that means increasing the validity of SET ratings. However, the findings could be argued to be likely to generalize to most teaching assessment instruments on the basis of the prevalence of the halo effect.

Key words: Charisma, Course Attributes, Lecture Attributes, Student Evaluation of Teaching

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