Page 463 - confbook2022

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

Second Standard: The Curriculum Document Copes with the Modern Educational Trends:
a) The document is consistent with the modern educational trends and issues:

No. Indices Always Often Sometimes Rarely Never
The document is in consistent with the modern educational trends
1.
and issues.
The document is in consistent with teachers and parents’ opinions
2.
on the document.

b) The document considers the general shape and good production:

No. Indices Always Often Sometimes Rarely Never
The availability of standards for evaluating both Textbook and
1.
Teacher’s book.
2. The document considers the good production of the Textbook.
The document considers the implied objectives and the hidden
3.
curriculum.

Third Standard: The Implementation Capacity of the Curriculum by learners, teachers and the school:
a) The Teacher has suitable competencies to implement the curriculum:

No. Indices Always Often Sometimes Rarely Never
Identification of teachers’ training needs to implement the
1.
curriculum.
Taking into consideration notes of teachers, supervisors and
2.
administrative staff about the curriculum.
The availability of training programs to develop teachers’ abilities
3.
to implement the curriculum.

b) The school provides the requirements to implement the curriculum:

No. Indices Always Often Sometimes Rarely Never
The School provides suitable environment to implement the
1.
curriculum.
The School provides the required resources and financial support
2.
to implement the curriculum.
3. The School prepares the community to achieve the objectives.
The School set the regulations and plans for the curriculum
4.
implementation.

c) The interaction of teachers with the topics and activities of the curriculum:

No. Indices Always Often Sometimes Rarely Never
1. Learners emerge in activities in/out class.
Learners use materials available in their local environment to
2.
carry out the activities.
3. Learners express their opinions through the topics and activities.

Fourth Standard: Assessment Means, with its Suitability and Efficiency, to Assess Learners’ Abilities:

No. Indices Always Often Sometimes Rarely Never
1. They are related to the objectives.
2. They are within time limits.
3. They are suitable to measure cognitive and thinking skills.
4. They are suitable to the learners’ abilities and mental readiness.
5. They participate in tests through resources review.
Their efficiency in measuring types of thinking levels: critical,
6.
creative, etc…

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