Volume 4, Issue 10 (10-2001)
jha 2001, 4(10): 41-50 |
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Salmanzadeh H, Ghadamiyan M, Maleki M. Evaluation, the Path to the Quality Improvement. jha 2001; 4 (10) :41-50
URL: http://jha.iums.ac.ir/article-1-197-en.html
URL: http://jha.iums.ac.ir/article-1-197-en.html
Abstract: (7907 Views)
To obtain educational goals, teachers should have sufficient knowledge and skills. On the other hand procen is not usually apparent.
Educational authorities believe that one of the most important steps that could improve quality is documenting teaching progress so that evaluation comes as a documenting device.
We think, the existing evaluation methods are not as efficient as they should be and could not gain the goals of evaluation. So we conducted a descriptive, retrospective study?
Which was held in all faculties of IUMS which had been evaluated by students, educational department heads and the teachers themselves during 1998-2000. The findings show that although the results of 1999 evaluation were presented to the faculty members there were no significant changes in the 2000s' evaluation. This means that the existing assessment methods have little value in teaching improvement.
Educational authorities believe that one of the most important steps that could improve quality is documenting teaching progress so that evaluation comes as a documenting device.
We think, the existing evaluation methods are not as efficient as they should be and could not gain the goals of evaluation. So we conducted a descriptive, retrospective study?
Which was held in all faculties of IUMS which had been evaluated by students, educational department heads and the teachers themselves during 1998-2000. The findings show that although the results of 1999 evaluation were presented to the faculty members there were no significant changes in the 2000s' evaluation. This means that the existing assessment methods have little value in teaching improvement.
Type of Study: Research |
Received: 2008/11/10 | Published: 2001/10/15
Received: 2008/11/10 | Published: 2001/10/15
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