Design an appropriate model for studying development evaluation of technical and engineering based on the lived experiences of teachers and students

The prime purpose of the present study is to investigate the life experiences of technical and engineering students and professors on evaluation of educational progress for the purpose of proposing an integrated model of evaluating educational progress of engineering students. Since evaluation is an indispensible part of instruction and it is employed for the purpose of the investigating learner's learning. So The present study is a phenomological inquiry into the life experiences of Iranian engineering students on the educational progress of evaluation at universities. For the purpose of the data collection, twelve engineering students, electronic, mechanics, industrial, aerospace, etc. of the Azad University of Bonab, Iran were interviewed by the lead author. The participants volunteered for the study and each interview lasted approximately 35 minutes. The adapted design was flexibility and purposeful sampling. Twelve university professors also were interviewed by the researcher. For the data collection, deep and semi-structured interview was used. After conducting the interview, the findings were coded and transcribed. qualitative data collect ion was employed for the present study. Data were analyzed through inductive analysis and creative synthesis (Glaser's seven steps ). In order to estimate the validity of the finding, split-half method was employed and for the enhancing the reliability , the interviews were conducted in a calm and appropriate environment The findings revealed important patterns and themes behind evaluation. The participants had the life experiences of evaluation as being unfair, not fully based on the classroom syllabus, and call for raising professor's awareness on evaluation. They advocated a synthesis of a theoretical and practical evaluation. The participants also supported formative evaluation during a semester. The present study has a number of pedagogical implications for teacher education, teachers, testing professionals, among others.