Open AccessThe Influential Factors in the Effective Implementation of Evaluation in the Teaching-Learning Process in the Iranian Higher Education System
Author(s) -
Hamed Abbasi Kasani,
Gholamreza Shams Mourkani,
Farhad Seraji,
Morteza Rezaei-Zadeh
Publication year - 2020
Publication title -
educational research in medical sciences
Language(s) - English
Resource type - Journals
eISSN - 2252-0465
pISSN - 2252-0341
DOI - 10.5812/erms.101587
Subject(s) - process (computing) , dimension (graph theory) , subject matter , content analysis , sample (material) , mathematics education , identification (biology) , teaching method , psychology , population , computer science , pedagogy , medicine , mathematics , curriculum , social science , chemistry , botany , environmental health , chromatography , sociology , pure mathematics , biology , operating system
Background: Evaluation is an inherent element of the teaching-learning process and is influenced by several factors. Objectives: The present study aimed to identify the influential factors in the effective implementation of evaluation in the teaching-learning process in the Iranian higher education system. Methods: This study was conducted using the synthesis method and a qualitative approach. The sample population included all the national studies focused on the influential factors in the evaluation of the teaching-learning process during 2000 - 2018. In total, 36 studies were selected, and after several screening stages, 10 studies that were more relevant to the subject matter were selected as the research sample based on the review of the titles, abstracts, and research content. The database search was performed using keywords such as ‘factors/indicators affecting the evaluation of students’ and ‘teachers/implementation of evaluation’. The databases included CIVILICA, Magiran, Elmnet, Noormags, and SID. The research data were extracted and analyzed using the content analysis method. Results: After data analysis, the influential factors in the implementation of evaluation were classified into two dimensions, five factors, and 29 indicators, including the structural dimension (conditions and environment of evaluation, educational system, and evaluation system) and behavioral dimension (teachers and students). Conclusions: The results of the data analysis led to the identification of the influential factors in the effective implementation of the teaching-learning process evaluation in the Iranian higher education system as a model.