Identifying Criteria for Evaluating Teaching Performance of Faculty Members with Emphasizing on Engineering Teaching

Abstract

Continuous professors' teaching quality evaluation has a great effect on their teaching quality progress. How to do an evaluation and criteria that are used to it, are really important. In this research, common methods for evaluating teaching quality are studied and new criteria were suggested. This research tries to select the statistical population among the engineering field and uses the students and professors’ idea to recognize the teaching evaluation criteria in theoretical lessons as well as project, laboratory and workshop lesson and come to new conclusions. In introducing the new criteria indexes including lessons plan, professional behavior, test questions, social behavior, case studies of the postgraduate and professors' performances in workshop and laboratory lessons and students' projects and thesis are targeted. For identifying criteria of professors' teaching performance evaluation, the research was a kind of descriptive-survey one. In this research, a statistic population including 340 students and 106 professors were selected as a sample group and their opinions about the criteria for evaluating the professors' teaching quality were collected. Data was analyzed by SPSS version 16.0 software. The professors and students’ opinions were processed by using this software. The results indicate that for professors, criteria for lesson plan, scheduling in class session by following the book topics and for students, providing booklet, answering questions, using suitable examples, professor skill in experimental lesson, participation and supervision of projects and student’s thesis are the most important criteria for evaluating professors' teaching quality.

Keywords

• evaluation
• lesson plan
• professional behavior
• professor’s performance
• evaluation criteria