Validating “Students’ Opinion Questionnaire” and “Student’s Evaluation of Educational Quality Questionnaire” in Relation to Teacher Evaluation Using Criterion Method

Background: To evaluate teaching quality, the tool used should have validity and reliability, and should distinguish ability of teaching quality dimensions. Objectives: The aim of study was to identify factors effective in educational quality using exploratory factor analysis of “students’ opinion questionnaire” (SOQ) and “student’s evaluation of educational quality questionnaire” (SEEQ) in distinguishing dimensions of teaching quality. Methods: This cross-sectional study was carried out in the second educational semester of 2011 - 2012. The data were collected using SEEQ and SOQ, which were used to evaluate teachers’ teaching methods in Kermanshah University of Medical Sciences (KUMS). All studentswhohadnotbeenin the internship semester participated in the study. Thedatawereanalyzed using PearsonandSpearman correlation coefficients and Cranach’s alpha coefficient. Results: The reliability and internal consistency of each SEEQ and each SOQ in relation to evaluating teaching of members of public health faculty in KUMS were calculated with Cranach’s alpha coefficient; in all aspects, both questionnaires had the acceptable reliability coefficient. The results of the exploratory factor analysis in this study in relation to the SEEQ questionnaire showed a four-factor structure in teaching quality. Conclusions: The results of this research showed that although both questionnaires had acceptable reliability, the SEEQ revealed teaching’s multi-dimension better and also confirmed the Marsh opinion that believed that the structure of teaching quality is multi-dimensional.