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The Tenth International Arab Conference on Quality Assurance in Higher Education ﻲﻟﺎﻌﻟا ﻢﯿﻠﻌﺘﻟا ةدﻮﺟ نﺎﻤﻀﻟ ﺮﺷﺎﻌﻟا ﻲﻟوﺪﻟا ﻲﺑﺮﻌﻟا ﺮﻤﺗﺆﻤﻟا

knowledge students have attained as a consequence of experiencing the curriculum. Yet, assessment (evaluation)
involves value judgments as to how we to merit and worth. The judgments affect which data we gather and how we
view that data; as an example tests assess what educators consider important(ibid.).
Curriculum evaluation is more challenging than in the past .This is due to the fact that social , economic , political ,
and technological changes continue to generate diverse views as to the school purposes and the intellectual
competences and skills that will serve students well in society .It can be affirmed that the aim behind evaluation in
educational settings is to gain information about student and teacher performance along with classroom weaknesses
of specific activities in a curriculum. There is ongoing debate as to what standards should be required for student
success. There is much talk of higher standards, but we must talk, 'How high and for whom' (Worthen and Sanders,
1988, cited in Tunc,2010, p.17).

1.2.1 Textbook Evaluation:

It is often believed that teachers who rely most heavily on textbooks are those least qualified to interpret its
intentions or evaluate its content and method (Williams,1983, p.251).
Whether a textbook is necessary or not, depends on the teacher's own teaching style. The resources available to
them, and the accepted standards of teaching in each language school. However, there are three options open to
teachers concerning the common use of a particular use textbook in a language classroom (ibid.):
1. Teachers need textbooks.
2. They do not need them.
3. They select them and supplement them with other materials.

To the best of the researcher of this study, no textbook is perfect, teachers should have the option of assigning
supplementary materials based on their own specific needs in their own specific teaching situation.
For Ur (1996.p.183), there are certain advantages and disadvantages of using textbooks for teachers. Some
arguments in favour of using textbooks are:

1. A textbook is a framework which regulates and times the programs.
2. In the eyes of learners, no textbook means no purpose.
3. Without a textbook, learners think their learning is not taken seriously.
4. In many situations, a textbook can serve as a syllabus.
5. A textbook provides ready-made teaching texts and learning tasks.
6. A textbook is a cheap wat of providing learning materials.
7. A learner without a textbook is unfocused and teacher-dependent.
8. For novice teachers a textbook means security, guidance, and support.

1.3 The Proposed Questionnaire:

Having adopted, modified and based on Shareef (2011) and Hejal (2013), below is the proposed questionnaire
for evaluating English curricula at university level, as it is highly recommended for EFL teachers as well as
syllabus designers:

A Questionnaire:

Total Quality Standards:

Total Quality Standards for English Language Curriculum/ First Domain:
1. Standard Levels of the Objectives of the Curriculum: First Domain.
First Standard: Consistency of the English Language Curriculum objectives with the society, era and knowledge:

a) Consistency of the Objectives with the Society:

No. Indices Always Often Sometimes Rarely Never
1. The consistency with the traditions and costumes of the society.
The ability of the objectives to support the ethical and value aspects
2.
of the society.
The ability of the objectives to support the national and Arab
3.
identity.

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