اتجاهات هيئة التدريس الجامعي نحو الاختبارات التحصيلية و علاقتها بنواتج التعليم العالي : دراسة ميدانية على عينة من هيئة التدريس بكلية العلوم الإنسانية و الاجتماعية جامعة غرداية

الملخص EN

This study aims to identify the attitudes of the university faculty towards achievement tests and their relationship to the outcomes of higher education.

- A questionnaire about the faculty's attitudes towards achievement tests prepared by Majed Al-Khayat (2017), in its final form, it consists of 36 items distributed over two main dimensions: after the test application procedures, and after the nature of the test.

- The Higher Education Outcomes Questionnaire prepared by Mohamed Seif El-Din Boufatla (2019), consisting of (25) items distributed over four dimensions (specifications of student graduates in qualitative terms, specifications of student graduates in terms of quantity, specifications of scientific research in terms of quality, specifications of scientific research Quantitatively.

The study was conducted on a sample of (40) male and female professors who were randomly selected from among the professors of psychology and sociology from the University of Ghardaia for the academic year 2018/2019.

After the process of obtaining the data, they were processed and analyzed using many Statistical methods provided by the Statistical Package for Social Sciences (SPSS), the study concluded the following results: - Attitudes of the faculty towards negative achievement tests.

There is a good level of university education outcomes.

- There is a statistically significant relationship between the teaching staff's attitudes towards achievement tests and higher education outcomes.

- There are no statistically significant differences in the attitudes of the faculty towards achievement tests due to the variable of specialization.