The aim of this study is to examine the questionnaires used to evaluate teaching performance in higher education institutes and called 'Instructor and Course Evaluation Questionnaires (ICEQ**]' in terms of guestionnaire oreparation technigues and components of curriculum. Obtaining at least one ICEQ belonging to any state anc orivate universities in Turkey is the universe of the study. The sample of the study is 35 ICEQs from 32 universities. In this study, qualitative research methods are used and one of the data collection methods, document analysis method is applied and the documents/data are decoded by Content Analysis Method. The items of the questionnaires are analyzed in terms of curriculum components and guestionnaire preparing technigues. The findings of the study indicate that the items included in the guestionnaire are related mostly to the teachmg-.earnmg processes component of a curriculum. 52 % of all the guestionnaires items are determined as relatec to benefits obtained from the courses by students and it is found out that 21 % of the items are not appropriate for the criteria of preparing guestionnaires. That the analyzed ICEQs are prepared in accordance with curriculum and guestionnaire preparing technigues is vital because it contributes to validity and reliability of guestionnaires A qualified evaluation can be reached via findings obtained from reliable and valid data collection tools. It is a necessity to collect data through reliable and valid tools for summative and formative evaluations conducted for nstructors and courses in higher education institutions
Higher Education, Instructor Evaluation Questionnaires, Teaching Performance, Teaching Quality.
One of important signs of quality university is the quality level of instructor and his/her course. The quality of instructor is the leading one among the factors affecting directly the quality of education and so evaluation of nstructor performance is considered as the assurance of quality (Açan & Saydan, 2009, p. 227; Karamul-laoglu, 2000, p. 34).
Due to the fact that there has been a strong demand for higher education, universities in Turkey have no fear of not being able to find students to be enrolled to their programs. Because of this fact, a serious competition can not be seen among state universities of Turkey. These uni-versities only compete for talented, academically high performing students (Türker, 2003). This result was valid for seven years ago when it was stated at that time, however by 2009-2010 academical year, some of the 103 state andd 53 private, in sum, total of 156 universities (Yüksekögretim
Kurulu [YÖK], 2010) in Turkey, are now facing problem of not being able to find enough students enrolled in their programs (Ölçme, Seçme ve Yerlestirme Merkezi [ÖSYM], 2010; Özmen, 2010). The idea of universities given by Malche (1932) is stil very important as it was in the past for our moral future and our society's future. However, question of " what has been done for improving these important institutions?" has to be asked. To answer this question adequately, universities need to have an effective evaluation system. Göçmen (2004) stated that, nowadays, education related improvement concept contains both quantitative and qualitative improvement at the same time.
Without evaluation, it is hard to deal with quality related problems. Moreover, as Theall and Franklin (2000) indicate, evaluation should not be regarded as a punitive process, on the contrary it is emphasized that evaluation should contribute to development.
It is known that feedback from students and other sources have important functions and usages during evaluating and improving curricula of higher education institutions. As a result of this fact, European and American universities give great importance to the feedback based on evaluation made by students (Moore & Kuol, 2005). In Turkish literature, researches on ICEQs are very limi-ted. …