Validation of the Iranian version of student's evaluation of educational quality questionnaire



  Introduction: The objective of this study was to validate the Iranian version of students' evaluations of educational quality questionnaire (PSEEQ) and to initially tested Marsh model in the context of Iranian students.   Method: A total of 339 Iranian students of Semnan University participated in the study. Participants completed an Iranian version of PSEEQ and to be collected the scores of their final exam. To assess the psychometric properties of PSEEQ, exploratory factor analysis, item-total correlation and reliability analysis were undertaken. Confirmatory factor analysis used to provide further validation for the questionnaire.   Results: Exploratory factor analyses showed a six-factor model of the Iranian version of PSEEQ. The fit of the proposed models examined. The internal consistency of PSEEQ (31 items) was high (Kronbach's α=0.936). PSEEQ correlated with the scores of final exam (r=0.5).   Conclusion: The results of confirmatory factor analysis do not support the nine-factor framework of the SEEQ with Iranian students on the basis of Marsh model, but it supports that educational quality is a multidimensional construct, as Marsh stated. Taken together, the data suggest that PSEEQ should be interpreted with caution when used to assess educational quality of instructors.