Abstract:

Essence: One of the most important indicators of the quality of a higher education institution is the quality of the teachers and the courses they give.  The data collected to assess the teaching performance of the teaching staff is a source for formative (formative) and judicial (summative) assessment; the assessment results provide information about the teaching performance of the academics to themselves, students and the management. In the universities, teaching elements and course assessment practices (EDC) are performed in two forms: paper-paper (under surveillance) and internet-based. The purpose of this research is to evaluate the teaching performance of the teaching staff in higher education institutions and the online-based applications of the course assessment surveys based on student opinions. The model of the research is imagistic and the quality and quantitative methods are used together. According to the principles of maximum diversity sampling, one of the aimed sampling methods, two of the three different departments, formed the sampling of 150 students selected from the second, third and fourth classes of the six main disciplines of science. The data was collected through the survey that found three open end issues. In the analysis of the data, the content analysis method was used. The most important findings of the study: Students a negative opinion of 79% of the Internet-based application of the EEDD surveys. 37% of students said they did not read the survey/rastgely labelling. The consideration of these results by teachers and higher education institutions using the course assessment practices can contribute positively to the improvement of the teaching quality. Keywords: quality in higher education, assessment of teachers, assessment of teaching performance, internet-based assessment.