Validation of the Iranian version of student's evaluation of educational quality questionnaire

(1)

ﻪﻠﺠﻣ يرﺎﺘﻓر مﻮﻠﻋ

هرود 3 هرﺎﻤﺷ ، 2 ، نﺎﺘﺴﺑﺎﺗ 1388

Vol. 3, No. 2, Summer 2009

تﺎﺤﻔﺻ : 134 -127

Pages: 127-134

ﺶﺳﺮﭘ ﻲﻧاﺮﻳا ﻪﺨﺴﻧ يزﺎﺳاور

ﺲﻳرﺪﺗ ﺖﻴﻔﻴﻛ زا نﺎﻳﻮﺠﺸﻧاد ﻲﺑﺎﻳزرا ﻪﻣﺎﻧ

Validation of the Iranian version of

student's evaluation of educational quality questionnaire

ﺖﻓﺎﻳرد ﺦﻳرﺎﺗ :

4 / 10 / 87 شﺮﻳﺬﭘ ﺦﻳرﺎﺗ

: 20 / 2 / 88

Tale'pasand S. PhD, Nazifi M. MSc, Bigdeli I. PhD

! :

!" # $%&%' !() * +

%, *

* # $%&%' .

# :

./ * 001 23,* $/, * !24 5) * () * .

$/, !622/ .%47 # $%&%' !() *

! !83 94 *4 :

;4< = " , " . >?)3/ @A .%@8

BC 3D4 E

54 6F D3A .%@8 ./ G

! , < H (2 .

>% @A .%@8 , !*" I? J2

, < .

$% & :

K >?)3/ @A .%@8 L

*/ 7," @A .

M* /

B L *D 5 % @A .%@8 + @A .

* 24

* N # $%&%' !() * )

10L / Q =

α

.( 94

!() * @%T8 $?)% # $%&%/ K2 U

*

* VD ) WQ / Q =

r

.(

'$ () :

3X >% ?)3/ @A .%@8 Y3 1

@A +

4 % 56* >2/ +

5 # $%&%/ / Z2[ G

$ 4 >$ .

$%&%/ H 5*&3 >Y3

, 54 \%3M !" %& % # .

*+ , & :

>5 >A +" > ># $%&%/

% K2%

Abstract

Introduction: The objective of this study was to validate the Iranian version of students' evaluations of educational quality questionnaire (PSEEQ) and to initially tested

Marsh_{model in the context of Iranian students.}

Method: A total of 339 Iranian students of Semnan University participated in the study. Participants completed an Iranian version of PSEEQ and to be collected the scores of their final exam. To assess the psychometric properties of PSEEQ, exploratory factor analysis, item-total correlation and reliability analysis were undertaken. Confirmatory factor analysis used to provide further validation for the questionnaire.

Results: Exploratory factor analyses showed a six-factor model of the Iranian version of PSEEQ. The fit of the proposed models examined. The internal consistency of PSEEQ (31 items) was high (Cronbach's α=0.936). PSEEQ correlated with the scores of final exam (r=0.50). Conclusion: The results of confirmatory factor analysis do not support the nine-factor framework of the SEEQ with Iranian students on the basis of Marsh_{model, but it}

supports that educational quality is a multidimensional construct, as Marsh_{stated. Taken together, the data}

suggest that PSEEQ should be interpreted with caution when used to assess educational quality of instructors.

Keywords Educational Quality, Evaluations, Higher Education, Construct Validity, Prediction Validity

! 56 ! 5]) * >3% 2, 5) * >3% :@A 2,

! >!24 >!24

1

! 56 ! >!= >^ $% 5) * > :@A 5]) * >2,

2

! 56 2, K2% ! 5]) * > ! >!24 >!24 5) * >3% :@A 2,

_{Corresponding Author:}_{Department of}

Educational Psychology, Faculty of

Psychology & Educational Sciences, Semnan University, Semnan, Iran

(2)

. ! "#$ % & ' ( ) * "#$ ) +,- . ./ ] 1 [.

3 4

) ./ 5 ) ) "#$ & 3 : 9: ( < => ? 1@A> BC "#$ D 3 3E 3 .& %3F G H ( < 1@@> ? 1@=> BC "#$ 3. /. 3I "#$ I J ) 3 F % ) <7 J 3 )4 K L MFN ) O-I G ( ( >> ? 1@@> ) Q )7BR ).S "#$ 3 T 3 %3F ).& ] 1 [. BN )I 3.4 3 UR3 / ) 3V W3 . * )I N XF . 7- ) 3E Y " Z 3

/. . 3 3 YI W UB[ \ - *]F- ) L 7 M ) N ^_ 34 ' N ] P .[ O[ ) `.5- - FN

W3 `N ) ) M- N a Y ) YI . $ F ) bN c FBN ) - MFN .3YS C dW c ) & ) eN YI )I 34 : AP % &

3 N g h= % 3F hi % . hP % B7[ )[,N a- ) B $ k " g L3& h> % S g h> % g, ll % m M g Hn.

F ] i [. W3 3E ^.- 3 `: 7N : g pa

) & & & ( g L ) .W -%: ( ).& dj B ) ' BN

NF.I ' BN

' BN 33

S % s Y- ( C dW c 5FI .W & ) I . ( < ) B _ < tW g u . ) 3 - ) ) V - ) Y

Fd U 4 3 - ) v/Z ` - ) Y )I ]& 3m ) ( - I B 3I "3$ ] w .[ )x 7.N 3.4 ) & )./4 <Z ) "3$ . $ 7.N J )I J J -J % J J * I J ) J J & J . J 3 )I Y . s 3F c 3E + M- N :F.Z ).7F W . )x K * )I & )I + - . ) H W

)I 5\ 9 . ) W -

)I E.7F Y ^.- 3 :F.Z n . ) * 3 k E.7F * I J ) J J J & J W J y [ ` J )I .W &z4 W .

^.- t dW 3 3- 3 ).&z4 ^.- ) 3 :F.Z L F- 6`S l 1l % )I 7 * ] w .[ $ "#$ 3[ 34 c3F ' & /. -

{,- N ) MFN | 3E#$ c- - * . ). {,-) Y -3 3[ 7N : 4 3 )I B7[ , W .F ]F c3T ]. xF W ^ c3 .S ] P l h A = @ 1> [ . "#$ + * )I ) g ) _ 5- M[ YI $ S3 / 4 3 )I B7[ )a ] 1 [ . xF * #$ ) )! c C ]. & )! & & ' . ./4 )I .$ 7 ] 1 .[ )5:a- * * .S *& )I tW E.7F m ) - . ) ,N "#$ ) -. )I W S 3 rj Y N 95\ W - 7jC - 3 )I %S " 4 3

- 7Y Y S ] i 11 [ . )BW-+ W u 3 ~ CW 5 )I ) & ) _ B %S " : 3. * T 3 + 5 F

)I tW

).S34 3[ )BW- u ) ]

11 .[

F& / )! !Z c5:a- K 5 . 3 * Z3_ % ) 3[ . ) 4 ) ) & * )4 K 5

(3)

ـــــــ ــــــــــــــــــــــــــــــــــــــــــــــــ ــــــ

ﺶﺳﺮﭘ ﻲﻧاﺮﻳا ﻪﺨﺴﻧ يزﺎﺳاور ﺲﻳرﺪﺗ ﺖﻴﻔﻴﻛ زا نﺎﻳﻮﺠﺸﻧاد ﻲﺑﺎﻳزرا ﻪﻣﺎﻧ

129

- ]&

] 1 [. c5:a-)I )

) T j N- _

3 F 3[ F 5

4 3 .

) N c7 3E C dW c . ) FC F ). .S

z$ 3 ( - `S 3

37 /.

E &%

5\ 9 T . F 6

3 ] 1P 1i .[

"3$

/ ]

"3$ W ) )

Z3_ & 4#

. * "3$ )-6

& ).W

< < _ & )

" + W 3E

3[ o,C

).S34 ] 1w [ 3\ k 7.N m ) /: ) -== / > @A / > (

] 1l [. ) )./4

K * % "#$ T

3

U Y :F.Z . " 1l %

)I "3$

/ 7 * . 3 a .- 6 ) K

*

$ !z- % 5

^.- 3 ) )

-B7[ )[,N V. - 3F L \ - ) S

/ E.n 3

g, I

. (

I & : 3

[ Q * <5- 3T

F * W g 3 ) 6

.

W " )

)

Y F ]

1h .[

$

SEEQ

"#$

K n `S -

)a

4 3 ] 1A 1= [ )I

B7[

] 1= 1@ [ W . W " ] P>

P1 [ )BW- W `- ) g CW

SEEQ

u

- 3[ ] 11 [ N )a

{,- ] 1i [

& . 3 * )I

SEEQ

5 m C

. ) )

- )

- 3[ 4 3 ] PP Pi .[

t dW

-Y " ) i>

"#$ $ 3 B-N MBj

SEEQ

& '

3 & 3 M- N )!

] 11 1i P> Pw Pl

Ph .[ "#$ B-N MBj $

)

->>> / l> g, ) 35- ) "3$ B- s ) s% u

)-SEEQ

( B-N .W 3 & 7.$

SEEQ

F U3S ]

Ph [ . MBj $ 3 )4I

) -P1 35- ) c/.- 34 - 9B.n- o a u

) -- g ) 3 & & pa &

( L

).& M-N ] )N F- Bdj

SEEQ

34 & .

xF ) - * "3$ F

3 MF] )

" W

-)I 3 M-N MBj 3 3

W 3 M-N

]

SEEQ

F & ]

P> P1 .[ )5:a-+ M s 3

M].- PP1

s < _ ) . 1i

_ ) ):

UV

-SEEQ

).S34 3[ -)

6 .- _ ) Pl

F-)I )N . 3 3 (

$ 3F

SEEQ

& 3 ]

PA [ . . )I Y ) )

g`- ) %-

SEEQ

T - < _

] P= [ 3F )]B )I * 5 K

- < _ %

F 3^ . . 3 ) 3- 3F )

)[,N

-*$ - : m (

3F ) 3-

c/ 3E UF5 M[ g pa - 3 3F F &

. "#$ * UF5

M-N 3.4 3z$

SEEQ

_

).& -Bdj

$ ) 3-

-

.

4# 3 3\Z "#$ u

)n

)FI3 &

SEEQ

. ) )I % * )! YI *

c/ 3 E 3S

3

E . u |& k - 3

)5:a- * 3E

3 "$ $ *.W ).7F Q3_ *

)

SEEQ

Y '3 $ j.- c3F .

Bdj < F E )B ==

? =A )5-I

) h1l> =

N

( - M] "#$ *

. ) F )

UZ ii@ l

F E D

SEEQ

F MFD .

)7B_ _ ) '

M7[ )./ )

$ j.- L3& F MFD % '3

. "3$

% /! 34 .

*

"3$ )-w1 < )!

/! V - )

& Z3_ .

i1 % * < @

~ -! 5 1>

4# < `: 3^.- N ) g

- .

4# % * Ba-

B7[ c5:a- .

) 4 % * 9_ s

)I $ c3]: )

H W BW =

l 95\ BW =

1 ( )I

& . ~ 3 3F ) 4 c3F OFI 5

5 3T uzZ

- ) ) 4

. ~ 3 3F ) * 5

1 l .

. *3.Y ] - % & ). W W F] M F . * xF )! 3 3 "$ *

c3F OFI '3 $ -

5 & @P

F DF ',N .

< UB5- ' )! & ). W Y

W . < < . ' . .

Y.

L,_ '3 _ & kd c,N B 3

(4)

)75I F & kd *: )!

. * )

cN,_ . & & )D k3 F MF] 3E#$ 3V

. 5 * Y

h>

3! ',N )_ 3- ! W c3F 3/ .

<I /C . 1

& %4

. 5 )F

"3$ *E- g`- )- 3m - )

* 5- u3j ) - hl

/ > @@ / > ) -

E.7F 3W

% % Pl

/ > l@ / > .

(

-3! /: k3\ . u3j *E

7 E.7F

5 * 3$ @

"3$ )4 ) 5 ii@ (

M SD

! " # $ % &

w.1 A> . A@> . l@1 . lAw . il= . iAi . i@1 . w1= . iiA . whl .

w.P hl . All . lP@ . wA1 . lPl . wPl . w1l . i>@ . l>= .

w.P A1 . Al@ . wlh . wii . w@= . lP> . i=@ . l>@ .

'

i.A @i . =hi . i@A . wA@ . whh . iA= . il= .

(

i.@ AA . Al> . w>i . wl1 . Pl> . iAi .

)

i.A @w . All . lli . iA@ . iiP .

*

i.A @@ . =>@ . l1> . wP@ .

i.= @i . Ai> . ihP .

+

w.w A> . hiA .

)F E.7F pa /

p<

. .

.N k3\ m 3- BC 3a[ 3 7 3[

rBr-.

) . G+34 . G+ F[,N . G . G34 M-5 . . )a / G . G5-I .

Gcj.- . G9:] . B (

7.N : k3\ % 5 3 E F 3 3

& )7j- 73! /: .

5 )F )

B! r. ) (

. < 7[ M[ 7.N k3\ .

5 7.N k3\ )

-hi / > ) B! (

=h / > ) 34 M-5 (

. 34 5~

E.7F ) -< & o,C

? M! 3F lhP

/ >

r=

) 3j 4%E3 3DS

( hPA / >

r=

) 34

kBa-( ) -. 5~ )[,N -. E.7F )

-< & o,C ?

3F M! w@= / >

r=

) ) . )[,N (

h11 / >

r=

) 7 g,! c- < _ )[,N v/Z

W (

. E.7F ) - k:a- - 5~

< & o,C ?

M! 3F wAl

/ >

r=

) )! j ) g )

& & *DF- 3 (

hi> / >

r=

)

Q[ p3 (

. E.7F ) - 34 M-5 5~

o,C < & ? M! 3F h=

/ >

r=

) ) Q

) W ( Aw / >

r=

) Q )

"3$

$ ) < Y ( . . )a 5~

?

) -E.7F o,C & < ? M! 3F i@P

/ >

r=

) g,! $ cN < _ . ) S! 3. (

hl / >

r=

) J N 3 J )[, J J 3JS 3JS ) 5J[ (

. E.7F ) - k:a- 5-I 5~ o,C

< & ?

M! 3F l1

/ >

r=

) S3$ - ej 673- !

) - 3 (

h1 / >

r=

) "$ p\ )

U/-

(

. E.7F ) - cj.- 5~

o,C < & ? M! 3F hi

/ >

r=

) 4 ) F&

. J j.- J 3F.- c (

A1 / >

r=

) k -

& )mN J

( . 5~ D J 9: E.7F o,C

< & ? 3F M! 3 3 P < lA / >

r=

) < P= P@ (

. 5~ E.7F B!

o,C & <

?

3F

M! 3 3 P < wh / >

r=

) i1 ( ) <I 1 .(

"$ * : "$ * Q3_ ).7F 3! 3F M!

"3$ /! c3F S3$ Bdj

& )7j- '3 Y. )_ 3- g .

I !Z 3^.- " !3$ F P

uzZ )! c3$

3$ E.7F k3\ Y l

/ >

r=

& )7j-)

F 1 .(

,-. (

^.- " !3$ )I Bdj S3$ 3 /!

S.! B-N MBj :

M-N 5 *5 V - ) 3

3 4# i1 < "3$ /!

MBj B-N S.! )/: BC 3 M!

) F 3I & .

-3!

B

) >>1 / >

p<

whl

df=

1A / i=>l

X2=

( ! J / ) F J 3 @>@ / >

KMO=

. MBj * h

# M-N s "

(3n.

& . F <Z 3 )

3D

% ): M-N

) =@1 / 1> = λ )! 1 / il % - *7 M! 3!

(

)/: - 5 <7 ) . 3.DK !

) )/: -P 1 / P = λ

A % )/: - G i hl / 1 = λ i / l % )/: - G w h / 1 = λ P / l % ...

- *7 M! 3!

.( & 5 k3 * ) 3I

MBj 5.- MZ

B-N

& 3 .

3

.W "W3K B-N

!F

& /. .

3 MZ P Z B-N w=

% < " B-N

i / > 3 3 P

).S34 M-N .

3 ! &

3z$

MZ P & I B-N .

< <r- 3

~ 3 M-N 3 5 1

).S34 )!

`a - 3V g

.& .

)I / +

Bd

j

S3

(5)

ـــــــ ــــــــــــــــــــــــــــــــــــــــــــــــ ــــــ ﺶﺳﺮﭘ ﻲﻧاﺮﻳا ﻪﺨﺴﻧ يزﺎﺳاور ﺲﻳرﺪﺗ ﺖﻴﻔﻴﻛ زا نﺎﻳﻮﺠﺸﻧاد ﻲﺑﺎﻳزرا ﻪﻣﺎﻧ 131 (

! '3S B-N ).S "W3K 3-P1 "3$ : /! ,12 ! " # # =P> / > " A@h / > ! A@h / > AlA / > ! Al1 / > A1w / > A1> / > A>@ / > & A=i / > % Ahw / > $ h@i / > # lhl / > $ =il / > & =>P / > % Aw= / > A@> / > AwP / > l=w / > ! lPA / > " =1i / > # Ail / > MZ i < B-N

l h ~ )[,N 5 .

-

i1 ~ < B! 5 @

1> 1P ~ 5

< -1

w ~ M-N 34 5 1 MD . * MZ < 1i 1h ~ 5 M-5 34 < P= ~ 5 9BD M-N P MD . M-N i < 1A 1@ ~ . )a 5 ? < A ~ )[,N 5 -- M--& & . < 3

& .W MZ *

. 3 Y b5 i -%F M-N ) P1 Pi Pw PA ( & 3E W3 3 P & -%F M-N ) = 11 P> PP Pl Ph P@ .( ( yW& <- 43 9B.n- \3S ) 5 ii@ (

χ2 CFI RMSEA RMSEA 345, 6 +7 % SRMR GFI AGFI A h@ / Pwl@ hh / > 11= / > 1P / > ? 11 / > >=P / > h= / > hi / > B =h / 1>h> =h / > >A / > >Al / > ? >hl / > >l= / > =i / > A@ / > C Ai / @h@ =A / > >Ai / > >A= / > ? >hA / > >h> / > =i / > A@ / > D w> / 1>wP =h / > >Ah / > >=1 / > ? >A> / > >hP / > =P / > A@ / > E => / A>1 =@ / > >A1 / > >AA / > ? >hl / > >lP / > =h / > =P / > ) A . s GB-N B . ) GB-N C . GB-N D . / GB-N E . "& B-N ( MZ w < B-N 1

w ~ < 34 5 @

1> 1P ~ 5 < -i>

i1 ~ B! 5

< l

h ~ )[,N 5 MN -1

- MD

.

MZ * <

P= P@ ~ < 9BD 5 Pl

PA ~ j.- 5 J < c P1

Pw ~ M-N 5-I 5 P D J - M J . N M-i < 1A 1@ ~ )a 5 . ? - M-& M-N &

w < M-& 1i

1h ~ 34 M-5 5 .

< 3 .W MZ *

F & 3 Y b5

P i -%F M-N

& ) < * %4 .( MZ l < B-N 1

w ~ < 34 5 @

~ 5

< -l

h ~ )[,N 5 MN -1 MD . M-N P < M-& 1i

1h 34 M-5 5

M-N i < P1

Pw < 5-I 5 P> )a 5 . ? M-N w

< M-& 1A 1= )a 5 . ? M-N l < 1A < cj.- 5 P=

P@ - M-& 9BD 5 &

. < 3 MZ *

F & .W . W3 3 Y P i M-N

& -%F )

< * %4 .( MZ h < B-N 1

w M-N 34 5 1

MD

M-N P

< M-& 1i

1h 34 M-5 5

M-N i . )a 5 ?

< P1

Pi

Pw - M-& 5-I 5 M-N &

w < M-&

1A

1= . )a 5 ? M-N l < i1 5

< B! l

h )[,N 5 MN

-h < P=

P@ < 9BD 5 PA

- M-& cj.- 5 & . ) MZ h 3/ *3. B-N 3V j: ) 3z$

< F & B-N .W )

) < 3 -%F ) P

i w - M-N &

( )

& uzZ : .- _ .

< ) & k7 Y ) 3S *

3-) 4 3-) 3V M-N 3 3-) *& +

M-N 3 3

& 673-%S ) 3 - )]B

< 3 B-N " M-N 3

& )_ .

"W3K M-N ).S

MZ h B-N <I P & %4 .

- )VZ,- )! aF &

n

< 3r! ~ 3 "$ 3V 5

& & '

)]

l M-N h (3n. M-N &

3V 5 3 Q7a - ,-

$ " & M-N S3C i

73 c C ) cj.- 5

& F 9:] )

<I P .(

<- < MBj h B-N : )- E F ) /: k3\ 73! ( MZ h o,C E.7F B-N < &

? 3F M!

& 3 .

M-N 7.N <- * 3 34

M-5

5-I 34 & %4 ,7[

) = α ( M-N )a . ? ) A= / > = α (

cj.- M-N / 9:D ) A@ / > = α ( & .

M-N 3

)[,N . -J E.7F o,C < &

(6)

B-N MBj :

MBj )F %S '3 /.

LISREL 8.51

& ' ]

P@ [. 4!

) 3 3^.- K /. <-3 M5 F

& . yW& 43 " 3 5.- 43 ?

<S34 3[ /. :

) k3` aW ' )

$ ' )` 43 yW& & .

-& 3 D yW-& & M5 3 D yW

) <I i .(

yW& 3 43

3 ddn.- 6 5.-

& o3a-.

3.F! - 3`- <r- 3 >l

/ > 3

RMSEA

3m - @h

/ > 3

CFI

3.F! -

>A / > 3

SRMR

Y $ & ] i> [. ) 3`-3

GFI

AGFI

* 3/C J 1 `-J 3 3m

3. 43 ?

]

i1 [. !z- yW& 3

- 33 &3 )a` >l

/ > & ).S34 3V .

43 " ?

: <I i yW& 43

<- 3 - 3/-

. ) & 3S .

B-N s <- s / .

43 ?

95\ 3 - ) F B-N <- 3 ) >>1 / >

p=

h@ / Pwl@

X2=

hh / >

CFI=

=P / >

SRMR=

11= / >

RMSEA=

=> / >

AGFI=

=i / >

GFI=

.( 3

3V <- g

<- @ & - Z3_ B-N

<- 43 !Z . @

B-N

. & Y yW

<- 43 !Z `-

SRMR

3.F! ) >A

/ >

. & 3S ~ )!

~ N ) mF.Z B! 5 5

& W D5 - 5 3 )! .

k3 * ) <

~ * 5 <- & uzZ =

& - 3S B-N .

.

5- "! !Z - `-

X2

<- )`-

@ B-N .

r. ) <Z 3 )

SRMR

yW& 3

Z <- 43 =

B-N .

3E \3S <-~ 'R

5

cj.- 9:D -N

<- - M A

B-N .

& 3S 9:D cj.-- mF.Z

M-N N )

& ).S34 3V

) <I ) P ! E .( . * 43

H Ba- K <-)

<I ) i ! E .( <- Y

h S.! B-N MBj MCZ B-N )

<I P ( & . *

5- "! ) 3 - o \ ) <--

X2

<- ) 7

@ & B-N .

yW&

SRMR

3.F! >A / > 3

yW& )BFI

CFI

GFI AGFI

<- ) 7 @

B-N

S 7Y < * 3 <Z 3 )

-yW& Hd Z )

3 S! .

yW& # )

>A / > =

RMSEA

43 !Z

!z- <-.

9:

M! - * . "$ E F )5:a

*

"3$ /! 3!

. * 7.N

"3$ m )5:a- * . j: *

*$ F

] 1w 1l [. * .

)5:a-"3$ c3F )! S3$ c3F /!

).7F '3 Y. "$ j:

*

). * nF *$ c5:a- .

] 11 1P 1i .[

"#$ )I )

g )

_ $ )I M[

S3 / 4 3

)I

B7[ )a ]

1 .[

! '3S & P1 "3$ : !z-

5 K % h

) M-N W3 S! 7.N

. * B-N .W

"3$ M-N M-& M-5 34

34 . )a

)[,N 5-I cj.

-/ 9:D .

* )K34

.W .W @

N - B-N

] 11 1i P> P1 Pw

Pl Ph [ S3C h - nF M-N 3V

/! )!

- 5 K +

F .

: _ M- N c7T Z

@ / )4

3F K

5 ]

PA P= [ ~ K ) 5

/ & % )5:a- *

. * c/ )I

M- N 5 - "#$ c .

3/ s

F.Z kB_ ) 3- u,.W * : ) F

. &

3S M- N W3 N 3S )`- kB_

)I FY- - `B 3.

.

*& 3 3. *.W

'm % *

[ * m .

%I aW k!3

OFI < c3F 3z$ "3$ *

) M! 3F ) )!

~ 3 - Y. - 5

& ( yW& /! 33T

-| 3F 3E c7N )

z4

-- ) /! 3 yW& |

~ 3 c3F )K ~ 3 /! u35- 5

5

. ~ 3 MCZ c3F )$ 3 3/ | |K 5

)K L UFd 3 )$ c3F MCZ * % -|S34

j: -%F 5:a-Z3_ & )! c3F *

% 3 % k 'm 3/ 3 3z$

).7F c3F

F . .S % * MCZ c3F

3 3S M-N | . ).7F g g,! 5[ "3$ MCZ c3F | 3T )K

3 - ) F )! )5:a- * j- *.n kB_

F E 5:a- * . z:

)

)5-I ) UF5 M[ S3C kB_

(7)

ـــــــ ــــــــــــــــــــــــــــــــــــــــــــــــ ــــــ

ﺶﺳﺮﭘ ﻲﻧاﺮﻳا ﻪﺨﺴﻧ يزﺎﺳاور ﺲﻳرﺪﺗ ﺖﻴﻔﻴﻛ زا نﺎﻳﻮﺠﺸﻧاد ﻲﺑﺎﻳزرا ﻪﻣﺎﻧ

133

3V - ,- ) 3- ' .

)5:a- *

& /. g F '3 $ c3F .

yW& *

Bm ) )34 K

. '3 $ - )! n

3V - g .

7.N *DF- z:

7 W3 'm &

. c& ) - * )D ' 3V ) ).

3E .YI *DF- MCZ 3F H )7 I 3F & .

. )5:a- * 3E

) F UZ .

M[Z 3V - ) F K 3

3 'm

< :

) F & 3m UZ

3E .

) . )5:a- * 3E % MBj )

. Y B-N .W ) .W &

& 3 W ) S. M-N MBj

MBj

F 3 7 - _ ) M-N &

. ) 3- * M:

Y B-N .W )& W <- )

M`.-

)

- /. B-N MBj c5:a- tW _ ) &

4 .

<- * - I < 3 )

3 &

s M-N 3 B-N & M-N ) `- 3E

- 3/C & ] iP .[ - Y $ M]- * OS 3 &

<- 3E#$ /. S. .W cm5-

. S. B-N MBj _ ) *

- cZ c,]- n

B-N MBj

- OS ] ii [.

;4. <=4>

. MBj B-N S.! .W @ B-N

3D : 4

7-3 K ~ 5 /!

F . *3 /. * % 3

/! 3/ . .Z 34 c C .

?3

1- Germain-Rutherford A. Student evaluation questionnaires: Dispelling misconceptions and looking at the literature. 2003. Available from: http://www.spiral.univ-lyon.fr/files_m/M152/files196630-2014.doc.

2- Kulik JA. Student ratings: Validity, utility and controversy. New Directions for Institutional Research. 2001;109:9-25.

3- Marsh HW, Overall JU. Validity of students' evaluations of teaching: A comparison with instructor self evaluations by teaching assistants, undergraduate faculty and graduate faculty. Los Angeles: University of Southern California Office of Institutional Studies; 1979.

4- Palmunen Lewis A, Knox K, Portner B, Zipser N. Course Evaluation Literature Review. 2006. Available from: http://www.fas.harvard.edu/~secfas/CUE_Literature_Review .pdf.

5- Braskamp LA,Ory JC.Assessing faculty work: Enhancing individual and institutional performance. San Francisco: Jossey-Bass; 1994.

6- Cashin WE. Student ratings of teaching: The research revisited (IDEA Paper No. 32). Manhattan: Kansas State University. 1995.

7- Centra JA. Reflective faculty evaluation: Enhancing teaching and determining faculty effectiveness. San Francisco: Jossey-Bass; 1993.

8- Feldman KA. The association between student ratings of specific instructional dimensions and student achievement. Research in Higher Education. 1989;30(6):583-645. 9- Feldman KA. Instructional effectiveness of college teachers as judged by teachers themselves, current and former students, colleagues, administrators, and external (Neutral) observers. Research in Higher Education. 1989;30(2):113-35.

10- Marsh HW, Dunkin MJ. Students’ evaluations of university teaching: A multidimensional perspective. In: Smart J, editor. Effective teaching in higher education: Research and practice. New York: Agathon Press; 1997. 11- Marsh HW, Roche L. The use of students' evaluations and an individually structured intervention to enhance university teaching effectiveness. American Educational Research Journal. 1993;30:217-51.

12-Aleamoni LM. On the invalidity of student ratings for administrative personnel decisions. Journal of Higher Education. 1976;47(5):607-10.

13- Marsh HW. Students’ evaluations of university teaching: Research findings, methodological issues and directions for future research. International Journal of Educational Research. 1987;11(3):253-388.

14- Devlin M, editor. Communicating outcomes of students’ evaluations of teaching and learning: One-size-fits-all? Refereed Proceedings of the 2004 Evaluation Forum: Communicating Evaluation Outcomes: Issues and Approaches; Monash University, Melbourne; 2004 15- Coffey M, Gibbs G. The evaluation of the Student Evaluation of Educational Quality Questionnaire (SEEQ) in UK higher education. Assessment & Evaluation in Higher Education. 2001;26(1):89-93.

16-Marsh HW, Hau KT, Chung CM, Siu TLP. Students' evaluations of university teaching: Chinese version of the Students' Evaluations of Educational Quality (SEEQ) instrument. Journal of Educational Psychology. 1997;89:568-72.

17- Marsh HW, Fleiner H, Thomas CS. Validity and usefulness of student evaluations of instructional quality. Journal of Educational Psychology. 1975;67:833-9. 18-Marsh HW, Overall JU. Validity of students' evaluations of teaching effectiveness: Cognitive and affective criteria. Journal of Educational Psychology. 1980;72:468-75. 19- Marsh HW. The validity of students’ evaluations: Classroom evaluations of instructors independently nominated as best and worst teachers by graduating seniors. American Educational Research Journal. 1977;14:441-7. 20-Marsh HW. Validity of students' evaluations of college teaching: A multitrait-multimethod analysis. Journal of Educational Psychology. 1982;74:264-7.

21-Marsh HW, Overall JU, Kesler SP. Validity of student evaluations of instructional effectiveness: A comparison of faculty self-evaluations and evaluations by their students. Journal of Educational Psychology. 1979;71:149-60. 22-Marsh HW. Students' evaluations of tertiary instruction: Testing the applicability of American surveys in an Australian setting. Australian Journal of Education. 1981;25:177-92.

(8)

24- Marsh HW. Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course/instructor characteristics. Journal of Educational Psychology. 1983;75:150-66. 25-Marsh HW. Students' evaluations of university teaching: Dimensionality, reliability, validity, potential biases and utility. Journal of Educational Psychology. 1984;76:707-54. 26-Marsh HW, Hocevar D. Multidimensional perspective on students' evaluations of teaching effectiveness: The generality of factor structures across academic discipline, instructor level and course level. Teaching & Teacher Education. 1991;7:9-18.

27- Marsh HW, Bailey M. Multidimensionality of students' evaluations of teaching effectiveness: A profile analysis. Journal of Higher Education. 1993;64:1-18.

28- Marsh HW, Hocevar D. Students' evaluations of teaching effectiveness: The stability of mean ratings of the same teachers over a 13-year period. Teaching & Teacher Education. 1991;7:303-14.

29- Jöreskog KG, Sörbom D. LISREL 8: Structural equation modeling with the SIMPLIS command language. Scientific Software; 1993.

30- Yu C, Muthén B. Evaluation of model fit indices for latent variable models with categorical and continuous outcomes. Paper presented at the annual meeting of the American Educational Research Association; 2002; New Orleans.

31- Jöreskog K, Sörbom D. Analysis of linear structural relationships by maximum likelihood and least squares methods. Sweden: University of Uppsala; 1981.

32- Asparouhov T. Muthén B. Exploratory structural equation modeling. Structural Equation Modeling. 2009.

Available from:

http://statmodel.com/download/EFACFA810.pdf.