Analysis of the course evaluation principles and their implementations by teacher students of Shahid Rajaee Educational Center of Isfahan , Farhangian University

Subject Areas : Research in Curriculum Planning

afsaneh kalbasi ¹ , Ahmadreza Nasr ² , Pooran Khorushi ³ , Zeinab sadat Athari ⁴

1 - 1و 3مدرس پردیس فاطمه زهرا (س)، دانشگاه فرهنگیان، اصفهان، ایران
2 - 2استاد گروه علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران
3 - 1و 3مدرس پردیس فاطمه زهرا (س)، دانشگاه فرهنگیان، اصفهان، ایران
4 - 4استادیار گروه علوم تربیتی، دانشگاه کاشان، کاشان، ایران

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2015-03-21

Keywords: educational feedback, course evaluation, curriculum modification,

Abstract :

Providing a suitable instrument for the course evaluation was the primary purpose of the present study. What being indicated from this research is that some necessary features are acquired for the course evaluation instruments as: A) the points which help the students in learning including learning condition, learning sources, supportive services, and teaching quality B) the motivation level and the degree of the students' involvement with the learning tasks . C) the students' general satisfaction of the course. Provided instruments, then, were used so as to evaluate the teaching courses" the methods of using learning courses". All the university students majoring in teaching primary education in Shahid Rajaie Center at Isfahan University were chosen as the statistical population. Considering the Likert scale, a researcher-made questionnaire including 10 closed-ended questions was used, focusing on the learning objectives, learning experiences, learning sources, learning tasks, educational feedbacks, activities volume, teaching quality, motivation, thought and general satisfaction. Two open-ended questions, also, have been used regarding the course improvement. The face and content validity of the questionnaire were determined by the five faculty members and in order to determine the reliability, the Coronbach alpha method was applied the coefficient of which was 0.92.the findings showed that there was not a significant difference between the two teacher- student groups' mean scores, with low or high records, in those ten features. The mean score of the two groups indicates that the students in either of the groups had the highest emphasize on presenting educational feedbacks. In order that the open-ended questions to be analyzed, the method of itemizing was applied and course improvement techniques, also, have been categorized considering 3 items as: the professor, course and the students.

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