Comparison of teachers' attitude with high and low scores evaluation on the importance and use of student assessments

Introduction: The evaluation of teachers’ performance that the students have been part of it, if done right and be accepted by board of science, can be effective in improving the quality of their educational activities. Study of causes which result in low attention ratio faculty student evaluation results can help to overcome existing shortcomings and prepare requirements for proper operation from provided results of this evaluation. The purpose of this study is to compare the views of teachers with high and low scores evaluation on the importance and use of student assessments.

Methods: This descriptive study investigates opinions of 184 members of board of science of the Medical Sciences faculty, Ahwaz JondiShapur. Two questionnaire surveys to collect data to evaluate student teachers (for the teachers to student evaluation) and evaluation by students (for the students to teaching and teachers) were used. The data in SPSS and paired t-test and Spearman correlation coefficients were analyzed.

Results: Results showed that comparing to the importance and use of student assessment results, average attitudes of teachers in the high group in significantly higher than teachers in lower group (3/69 vs. 2/84, 0/001 = p). Significant correlation was observed between average teacher’s evaluation scores and teacher’s attitude toward the importance and use of evaluation results of student (0/39 = r).

Conclusions: Teachers with high evaluation scores comparing to teachers with lower evaluation scores have more positive attitude in the student evaluation. May be getting a high score from students is the reason of the positive attitude of these teachers to student evaluation results.