Analyzing the Professional Qualifications of Faculty Members in the Field of Evaluating Educational Progress

Today, evaluation is an integral part of the teaching-learning process and it is mainly used to guide and improve the performance of teachers as well as to overcome existing educational barriers for learners. In this regard, the present study aimed to analyze the professional competencies of faculty members in the field of evaluating the academic achievement.

The research method is descriptive survey. The statistical community consisted of all faculty members of Shahed University in the academic year of 2019-2020 that were located in four faculties of humanities, engineering and basic sciences and agriculture. 92 of them were selected using quota random sampling method. Research tool was a valid and reliable researcher-made questionnaire. Data were analyzed using one-sample t-test, two-way t-test, and analysis of variance through SPSS version 23.

The results of statistical analysis showed that the professional competencies of the faculty members in the early stage evaluation (with a mean of 3.88 and standard deviation 0.457) were above average. Moreover, they were high in the developmental stage (with a mean of 4.28 and standard deviation (0.399) and at the final stage (mean of 4.31 and standard deviation of 0.404). There was no significant difference between the respondents’ opinions in terms of gender (P = 0.807), faculty (P = 0.417) and teaching experience (P = 0.965) at the level of P <0.05.

In order to accurately evaluate the evaluation of academic achievement, the professors of Shahed University should be more empowered in the field of necessary knowledge and skills, including assessing the needs of students in presenting course titles and paying attention to the special conditions of students.