Dentistry Students´ Viewpoints about Evaluation of Faculty members during and at the end of Semester in 2016

Abstract

Introduction: Regular assessment of teachers' quality of teaching has important role in improving and modifying teaching styles and finally promoting quality of education in the university. The purpose of this study is to compare the assessment results of the faculty members of dentistry school during and at the end of second semester in 2016 from the students´ viewpoints. Methods: This descriptive cross-sectional study was carried out on 30 faculty members that were evaluated by at least 15 students through completing teacher evaluation questionnaire in the second semester in 2016. The instrument of the study was a questionnaire prepared by the educational development center of the university and evaluation has been done during and at the end of the second semester. Data were analyzed by Descriptive statistics, T-test and kruskal-Wallis tests through SPSS. Results: there was no significant differences (p = 0.206) between the mean score of the faculty members assessment during (3.41 ± 0.38) and at the end of the second semester (3.3 ± 0.24). But there was significant differences in mean score of the questions (scientific expertise (p=0.001), presenting subjects (p=0.032), regulating sequence and priority in presenting subjects (p=0.020), regular and on time attendance (p=0.007), ability to classroom management(p=0.032) during and at the end of semester. there was not any significant differences between the students' academic term and the mean score of professors during and at the end of the semester. Conclusion: based on results, there was no significant differences between mean evaluation scores of faculty members during and at the end of semester. It seems that various factors such as taxonomy of the questions at the end of course and difficulty or easiness of exam questions are effective in evaluating the faculty members' assessment scores. By considering that student assessment is one of the effective factors in promoting professors, other effective complementary practices should be used to evaluate including peer evaluation, self-assessment.

Blended learning: the amount of requisite professional competencies in faculty members of Al Ain University from viewpoint of students

“…There have been a number of studies, with varying group sizes, on assessing the skills needed by teachers from the perspective of students. Some of the studies were carried out in Arab universities (Ahmed and Hujjat, 2012;Basirat et al, 2019;Hockly, 2018;Rasheed et al, 2020). Jan (2009) carried out a study aimed at identifying some of the educational competencies of faculty Blended learning members of Umm Al-Qura University, from the viewpoint of the postgraduate students of the Faculty of Education.…”