Evaluation of the performance of faculty members using information from various sources to improve the quality of universities and higher education institutions has recently been considered. The most common form of internal evaluation has been the use of the students' perspectives for evaluating faculty performance. Although the quality evaluation of the university is based on the performance of faculty members with a focus on teaching and learning in classroom and students' perspectives, the faculty members and educational administrators could comment more comprehensive data set available to higher education planners. The aim of this study was to study the views of faculty members about their educational performance evaluation components to improve academic quality. The research approach was qualitative and its strategy was based on the Grounded Theory method. Method of sampling was theoretical and it was completed through theoretical saturation criterion. 16 faculty members participated in this research from different departments at University of Kurdistan. According to findings, the evaluation strategies of faculty members’ performance in order to improve academic quality outlined in three categories: 1) integrity and objectivity, 2) administration and support, and 3) improvement and professional development.
Shirbagi, N., & Asadi, M. (2016). Evaluation of Effectiveness of Educational Performance from Faculty Members’ Views: A Qualitative study. Educational Measurement and Evaluation Studies, 6(13), 55-85.
MLA
Naser Shirbagi; Mohammad Asadi. "Evaluation of Effectiveness of Educational Performance from Faculty Members’ Views: A Qualitative study". Educational Measurement and Evaluation Studies, 6, 13, 2016, 55-85.
HARVARD
Shirbagi, N., Asadi, M. (2016). 'Evaluation of Effectiveness of Educational Performance from Faculty Members’ Views: A Qualitative study', Educational Measurement and Evaluation Studies, 6(13), pp. 55-85.
VANCOUVER
Shirbagi, N., Asadi, M. Evaluation of Effectiveness of Educational Performance from Faculty Members’ Views: A Qualitative study. Educational Measurement and Evaluation Studies, 2016; 6(13): 55-85.
)