Background & Aim: Teachers' evaluation is a process to assess the effectiveness of teaching activity and to promote its quality. If it is done properly, it can reflect the teacher's education quality and can be exploited to improve it. For assessing theoretical teaching quality of teachers, we use a special form (A) with 22 items. Previous evidence indicate that all its items are not appropriate, so we decided to determine weak and strong items of this form in Lorestan university of medical sciences.
 Material and Methods: This study was a cross-sectional research. Study sample included 120 persons of faculty members and 420 students of Lorestan university of medical sciences. Demographic data was gathered by a questionaire. The approperiateness of the evaluation form items was assessed by participants from very approperiate to very inappropriate in likert 5 levels scale. Data was analyzed by descriptie statistics.
 Results: 96 teachers, and 340 students participated in the study. 62.5% of faculty members declaring  that teacher's leadrshiping ability in the class, and 70.3% of student declaring the importance mastery on teaching subject, on time attendance at classroom, and teacher's ability of leadershing in class were the best items for evaluating teaching quality.
 Conclusion: Assessment of teacher educational quality by students is considered by many faculty members and students as an acceptable approach. But, they think many items of evaluation form are not completely approperiate and should be modified. So it is recommended to revise its items by considering the six standards of scholarship in teaching and the opinions of stakeholders.