Comparison of student assessment of educational performance of the faculty with the teacher's self assessment in Kerman University of Medical Sciences

Investigation of the opinions of individuals involved in education (faculty and student) makes the assessment of the faculty, educational performance more valid and helpusimprove quality as an objective of evaluation. A method to decrease subjectivity in evaluation of teachers by student is self – assessment, especially when evaluation aims to find shortages & help to improve education. This survey is to compare the self – assessment of the faculty with student assessment about the faculty teaching method. To do this descriptive-analytical study, two questionnaires with ten questions in four categories designed in EDC were randomly distributed among 600 students and 160 faculty members teaching theory lessons. 1530 questionnaires were returned by students and 137 questionnaires by the faculty members. Data were analyzed using t and, Man-Whitney U tests and Spearmans, correlation confident. The mean of self – assessment score of the faculty was more than mean of student evaluation score about their teachers (4.28 ± 0.49 vs 3.39 ± 0.51, P < 0.0001). There was a significant although poor relationship between students and teachers assessment on evaluation by student (r = 0.25, P<0.05) and discipline (r = 0.25, P<0.05). But there was no significant relationship between teaching method and scientific level of the faculty P > 0.5). In this survey, the scores the faculty members considered for themselves were higher than the scores the students assigned to them and the facultie's satisfaction on teaching methods and scientific performance is different from what the students considered. In this way presenting an appropriate evaluating system, using various methods of evaluation and giving proper feedback to the faculty is necessary.