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Background and Objective: Education is the main mission of a university and one of the important tasks of faculty members is to enhance the teaching quality, resulting in improving the quality of university education. Teacher evaluation is one of the processes that are done to improve the education quality. This study was conducted to design and evaluate teaching quality assessment form from the viewpoint of Lorestan University of Medical Sciences students in 2010. Materials and Methods: This cross-sectional study was conducted in two stages using 276 students at Lorestan University of Medical Science. Firstly, evaluation priorities were extracted using the Delphi technique in the fifth episode features including teaching skills, individual characteristics, communication skills, principles of training and assessment skills. In the second stage, the priority and importance of each item was evaluated on a Likert five-option. Data were analyzed using statistical software SPSS-17, descriptive statistics, chi-square and Kruskal Wallis tests. Results: Teaching skills, self-confidence, communication skills, educational principles and rules, and assessment skills were chosen as the most important factors. There was significant differences among the majority of expressed comments between the sexes (P<0.05). Conclusion: Although students recognize important points in evaluation, they are affected by other factors such as gender, academic GPA, field of study.

Keywords: Evaluation, Teacher, Student, Delphi technique

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