Abstract:
This study aimed to identifying the validaty and reliability of an Arabic version of the Students’ Evaluation of Teaching Effectiveness Rating Scale Which was developed by Toland and De Ayala for the Jordanian University students and whether there were any significant differences according to students gander, specialization, and academic level. The sample of the study consisted of )936( male and female undergraduate students at Hashemite university in the academic year 2013-2014. Results indicated that the items analyses revealed an accepted level of discrimination discrimination. Construct validity was investigated through examining the questionnaire and three major factors were identified from the results of the factor analysis. It was found that the internal consistency and stability coefficients were significant. Results also indicated no significant differences in students' evaluation of teaching effectiveness according to student gender and specialization, while there was a significant difference according to the academic level.
