educational evaluation

Performance evaluation is one of the important components of each organization, and educational organizations are not the exceptions. Teachers are believed by many researchers as the single most important factor influencing student academic success or failure. Therefore, they need to be at the center of attempts to improve or reform the educational system of any country. Considering the pivotal role of teachers, educational systems need to be assured that teachers perform their best to enhance student learning, and also they should try to improve by identifying the strengths and weaknesses of teachers' practice for further professional development. The present study tries to examine the effectiveness of the current teacher evaluation system in Iran from EFL teachers’ perspectives. For that matter, a survey consisting of both Likert-scaled and open-ended questions was developed based on theoretical underpinnings of purposes for teacher evaluation, experts’ views, and the purposes of foreign language education as stated by the National Curriculum. 423 English language teachers were asked to answer the questions included in the survey. The results indicated the current teacher evaluation system did not contribute to teacher professional development nor could it assure teacher accountability. The results of the study as well as the requirements for developing an alternative model for EFL teacher evaluation are discussed

Purpose: The aim of this study was to identify the components of a comprehensive and local model for evaluation of the education effectiveness in Students working in Iran Khodro. Methodology: This research was applied in terms of purpose, an exploratory (qualitative) one in terms of collecting data, and the foundation data (qualitative stage) type in terms of research methodology; because the aim of an applied research is to solve the problem and eventually access information to make decisions and to meet immediate needs and problems. The statistical population of the study consisted of the students, managers and experts of Iran Khodro education as well as the experts in the field of evaluation of the education effectiveness. 11 people were selected using snowball purposive sampling method as a statistical sample. The data collection instrument was the semi-structured interview. The Auerbach & Silverstein six-step technique (2003), were used for analyzing the Findings: data obtained from the interview. The findings of this study showed that the model of education effectiveness evaluation in Iran Khodro Company includes the field dimensions (including components of period appropriateness and organizational support), input (including comprehensive components, curriculum, lecturer, facilities, equipment, and budget), process (including component of teaching-learning), and individual output (including components of reaction, learning, and behavior), organizational output (including financial and non-financial components), and social outputs (including customer satisfaction component). Conclusion: The evaluation model of organizational education effectiveness of Iran Khodro Company leads to its employees' awareness and development and ultimately leads to improvement of individual and organizational performance.

Introduction: With the paradigm shift in education, assessment methods will inevitably change as well. To conduct ethically grounded assessments, addressing ethical considerations is essential. Recognizing the importance of this issue, the present study was conducted with the aim of exploring the lived experiences of ethics in electronic educational evaluation. Material and Methods: This study employed a qualitative approach of the phenomenological type. The research population included all faculty members of the Department of Educational Sciences at Bu-Ali Sina University who had teaching experience, as well as all master’s students of Educational Sciences (2019 and 2020) who had experience with virtual learning. Purposeful sampling was used, with the criterion of having completed two semesters virtually and being accessible. The data collection tool was in-depth semi-structured interviews. All accessible faculty members of the department were interviewed, and student interviews continued until theoretical saturation was achieved, which occurred after 10 interviews. The data collected were coded and categorized using MAXQDA software. Results: Analysis of the findings resulted in 28 sub-categories and 6 main categories. Conclusion: To conduct ethically grounded assessments, instructors need to understand the essence of electronic education in order to develop a better perspective on electronic assessment. Instructors with pedagogical competence utilize a variety of tools for electronic assessment. According to faculty perspectives, a constructivist approach to electronic assessment emphasizes attention to the process. From the students’ perspective, a learner-centered approach in assessment serves as a means for self-awareness, skill development, and critical thinking enhancement. From both faculty and student perspectives, a process-oriented approach and designing questions at higher cognitive levels reduce the challenges of assessment