The main purpose of the research was to examine effectiveness of student evaluation of teaching from the Kurdistan University faculty members and students’ view. The important of quality of learning and teaching is a primary objective of in every university and is a precondition for achieving and maintaining excellence in teaching. Evaluation as a critical element plays an important role in this regard. It serves unique professional development purposes as well as border purposes involving comparison. Both purposes are legitimate and both kinds of evaluation are to be encouraged by the university. One of the most important benefits of student ratings worth mentioning here is that the process of designing or filling out the forms encourages teachers and students to reflect on their educational experiences, and as a result, develop clearer conceptions about what efforts they must make in order to achieve better teaching and learning results. The study adopted an exploratory descriptive design. Respondents to participate in the research were 200 faculty members and 400 graduate students at one Iranian higher education institution. A 35 item format questionnaire was the main instrument for data collection. Responses to the items were made on a five-point Likert scale anchored with strongly agree and strongly disagree. Results show that coefficient alphas of measures were in satisfactory level (.86 for teachers and .88 for students). There were statistically significant different among teachers and students based on gender, teaching experience, tenure and major. The teacher highly agreed with using different evaluation methods (for example: peers evaluation, self-evaluation, administrators) instead of using just single SET method. The study presents a challenge to the use of SET in higher education system in Iran and, in particular, raises questions of fairness if such ratings are to be used in decisions relating to employment issues. The finding suggests that SET be app
