The purpose of this research was to investigate the relationship between students' academic progress scores and their evaluation of the university professors' teaching. The longitudinal design of this research is a panel study in which the necessary measurements are made over time and at specific intervals. The students studying in the three semesters were the statistical population of this research. The sample size was determined by GPower software and based on the type of statistical tests required. After screening more than one hundred thousand pairs of "student grade-teacher evaluation", the final analysis was performed on the data of 1970 students who had studied with a certain professor in three consecutive semesters. The tool for collecting the evaluation data of the professors was the official survey form of the institution in the intended semesters. The analysis showed that with the increase of the student’s final grade, his/her evaluation grade from the professor in the next semester increases significantly. Supplementary analysis showed that the effect of this initial score remains stable until two semesters late. It can be said that with a one-unit increase in students’ final grade, after two semesters, a significant increase between 1 and 4% in their evaluation grade from professors can be seen. The regression coefficients of the relationship between the grade point average of the whole class and the teaching evaluation of professors were also significant in the case of two consecutive semesters. Finally, the analyzes on the grades of the specialized and main courses of the students showed that compared to the past semesters, there is a grade inflation in the groups of humanities, literature, architecture and art. Based on this evidence, it is suggested that the phenomenon of grade inflation be considered from the point of view of its possible connection and interrelation with the way student evaluations are used in the employment and academic decisions of faculty members.
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