Page 464 - confbook2022

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

Fifth Standard: The Capacity of Assessment Means to Implement the Curriculum:

No. Indices Always Often Sometimes Rarely Never
Identifying teachers’ training needs to implement the
1.
curriculum.
The availability of training programs to develop teachers
2.
abilities to implement the curriculum.
Preparing a suitable environment to achieve the curriculum
3.
objectives.
Preparing executive lists and plans for the curriculum
4.
implementation.
5. Learners interact with the activities.
6. Learners emerge in/ out class activities.
Learners use what’s available in local environment to
7.
implement the activities.
Learners express their opinions about the topics and
8.
activities.

8. The total quality in the Eighth Domain (preparation and composition):
First Standard: The Curriculum Being Integrated with Participation of Experts of Different Specializations:

No. Indices Always Often Sometimes Rarely Never
1. It is integrated within the cognitive fields.
It contains educational, psychological, technical, theoretical and
2.
applied aspects which support in apprehending learners’ needs.
3. It is coping with the scientific and technical progress.
4. It is relatively stable.
5. The participation of experts of different specializations.

Second Standard: Developing Learners’ Ability to Participate, Plan and Assess:

No. Indices Always Often Sometimes Rarely Never
1. Making the learner able to assess and manage the class .
Making the learner able to participate in educational development
2. and team work in/ out the school.
3. Making the learner able to plan and organize the learning process.

9. The Total Quality in the Ninth Domain (Textbook Language and Display):

First Standard: The Suitability of the Textbook Language to Learners Regarding Vocabulary, Structures,
Integration and Cohesion:

No. Indices Always Often Sometimes Rarely Never
1. It is distinguished by easiness and eloquence.
2. No redundancy and repetition.
3. No spelling and printing errors.
4. No grammatical and linguistic errors.
5. Sticking to the numbering system.
Containing an introduction to help both the teacher and the learner
6.
gaining more information about Textbook organization and topics.
7. Taking into consideration considers integration and cohesion.
8. Presenting the material as related units.
9. Each unit focuses on a specific topic.
Each unit ends with a summary to help learners understand and
10.
comprehend the material.

Second Standard: The Suitability of the Size of the Textbook Regarding (page layout) and of Being
Interesting and Attractive:
No. Indices Always Often Sometimes Rarely Never
1. The suitability of the page layout.
2. Printing clarity.

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