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

3. Showing right font size and color.
4. Showing right word spacing .
5. Showing right lines spacing .
6. Showing main titles and subtitle are in bold.
7. Showing Harmony of colors.
8. Pictures and shapes are presented attractively.
9. Having a list of contents .
10. Having a list of bibliography .
11. Having a Preface addressed to both the teacher and learner
The Holy Qur'an verses and Prophet traditions quoted are well
12.
documented.
13. Words are set accurately.
14. Having Good quality paper.
15. Having Good quality binding.

1.3 Conclusion:

Evaluation should be seen as a process essential to curriculum development. That is, without evaluation
curriculum can become dysfunctional with time progress to meet leaners' needs. Thus, evaluation is utilized to
determine the extent to which the curriculum has attained its proposed goals. Moreover, evaluation is often seen as
the basis for the identification of strengths and weaknesses in the curriculum, followed by re-planning,
implementation and evaluation. In other words, evaluation can be seen as the formal determination of the quality,
effectiveness or value of program, product, project, process , objective or curriculum.

References:
1. Al-Tameemi, Eman Rudha (2013). The Book of Islamic Culture for Secondary Schools in the Light of Total
Quality Criteria. Al Manarah Journal of Research and Studies. Jordan 470612.
2. Babawi, M. H. (2012). Standards of Designing Textbooks The 9 scientific conference. Education Book.
th
3. Edward, S. (1990) Total Quality Management, op-CIT.2
4. Fatima, G. & Shah, S. and Sultan, H. (2015). Textbook Analysis and Evaluation of 7Th & 8Th Grade in
Pakistani Context. International Journal of English Language Teaching. June Vol.3, No.4, pp.79-97.
5. Finney, D. (2002). The ELT Curriculum. In Jack C. and Willy A. Renandya (Eds), Methodology in Language
Teaching: An Anthology of Current Practice (pp.69-79), Cambridge: Cambridge University Press.
6. Hejal, M. K. (2005). Investigating the Techniques Used by the Iraqi Primary School Teachers in Teaching
Rafidain English Course Book one. Unpublished M.A. Thesis, University of Baghdad.
7. -------- (2013). Evaluating ''Iraq Opportunities'' Curriculum in Terms of CIPP Model. Unpublished Ph.D.
Dissertation. University of Baghdad.
8. Majeed, S. S. (2012). Quality in University and University Programme. Amman: Safa House for Publishing and
Distribution.
9. Saadi, F. (2017) Assessment of Textbooks in the Light of Total Quality Criteria, Algeria-Jasur Al-Marefa
Journal. Vol. (10).
10. Shareef, R. R. Y. (2011). Evaluation of Study Curricula at Departments of Arabic at Iraqi Universities in
Terms of Total Quality Standards. Unpublished Ph.D. Dissertation. University of Baghdad.
11. Tunc, F. (2010). Evaluation of English Language Teaching Program at a Public University Using CIIP Model.
Middle East Technical University. Unpublished Thesis.
12. Ur, P. (1996). A Course in Language Teaching: Practice and Theory. pp. 184-187. Cambridge: Cambridge
University Press.
13. Williams, D. (1983). Developing Criteria for Textbook Evaluation. ELT Journal, 37(3):251-255.
14. Worthen, R., and Sanders, R. (1998). Educational Evaluation: Alternative Approaches and Practical
Guidelines. New York: Longman.
15. Yasin, T. M. (2008). Curriculum Content of Science for First Intermediate Schools-Total Quality Criteria in
the View of Female Teachers. Journal of Studies in the Curriculum. Vol. (137) Ain Shams University –
College of Education.

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