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Designing and psychometric analysis of the teaching evaluation scale
Kashaninia1 Z (Ph.D) – Rassouli2 M (Ph.D) – Hosseini3 MA (Ph.D) – Kashef Ghorbanpour4 R (MSc.).
Introduction: Faculty members’ evaluation is defined as identification of faculty members’ success to reach educational aims. It seems necessary to develop comprehensive instruments and assess their psychometric properties in each culture and context. The aim of this study was to develop the teaching evaluation scale and psychometrically analyze it.
Method: This methodological research was conducted in two phases: item generation and psychometric analysis. The sample was consisted of 104 undergraduate students chosen convenience sampling in a University in Tehran, Iran. In the first phase, items were developed by reviewing related literature. Also the perspectives of stakeholders including faculty members and students were gathered using an open-ended questionnaire. After validating content using the Waltz & Bausel content validity index, face and construct validity and also, internal consistency and stability reliability of the developed scale were assessed. The scale was analyzed using exploratory factor analysis, Cronbach’s alpha, and Pearson correlation coefficient.
Results: The scale was finalized with 33 items. Scree plot revealed just one factor (unify-dimensionality of the scale). Reliability of the scale was reported to be α=0.98 and r=0.69 (P<0.05).
Conclusion: The developed scale is a valid and reliable scale which can be used to evaluate faculty members’ teaching process.
Key words: scale development, validity, reliability, evaluation, teaching
Received: 25 May 2013 Accepted: 11 August 2013
– Assistant Professor, Nursing Department, University of Welfare & Rehabilitation Sciences, Tehran, Iran
– Corresponding author: Assistant Professor, Pediatric Department, Nursing & Midwifery School,
Shahid Beheshti University of Medical Sciences, Tehran, Iran e-mail: Rassouli.firstname.lastname@example.org