تقويم أسئلة مادة النحو لقسم اللغة العربية في كلية التربية الأساسية بالجامعة المستنصرية على وفق معايير الجودة الشاملة

Abstract EN

The present research aims to evaluate the grammar questions of the Arabic Language Department at the College of Basic Education/ University of Mustansiriya based on the total quality standards.

Grammar is considered as a means for mastering skills of four language (listening, reading, speaking, writing), and in order for these skills to perform its function in improving the performance of teachers, and enrich the students' teaching, it should be subject to continuous measurement and evaluation in the teaching process.

It is also considered one of the most important evaluation tools of examination questions, its goal couldn't be fulfilled unless having those specializing into this domain endow with standards, including total quality standards, that are considered as essential elements by which the goals regarding the quality are achieved.

Based on what has been mentioned above, the researcher has prepared a questionnaire in light of her knowledge of the literature and previous studies, including studies (Obeidi, 2005), (Mazban, 2013), (Al-Shaher and Intidhar, 2016), which includes standards that should be provided within the exam questions of Grammar / fourth stage, Department of Arabic language.

The questionnaire has been presented with its indicators to a set of arbitrators and specialists.

After extracting the apparent reliability, it becomes consisting of (5) standards with (19) indicators that being applied to a sample (20% ) consisting of exam questions representing the research sample.

The researcher has used the following statistical means: (Scott's equation to find consistency, percentage).

The research reaches to the following results: 1- The highest level of concentration in the formulation of exam questions lies in the level of understanding, then the level of knowledge and level of (analysis and synthesis), which have been very weak.

In respect to the evaluation level, its ratio has been (1% ) in the first sitting 's questions for the academic year (2016), whereas in years 2017-2018 there has been no evaluation in its two sitting ( the 1st and the 2nd) 2.

Lacking consistent and accurate context in the distribution of exam questions.3 – Ratio of technical indicators representation gets high in the exam questions.

In the light of the research results, the researcher has placed recommendations and suggestions.

The key words ( Evaluation, Grammar, Measures, Comprehensive Quality)