Appropriate Question Patterns for Assessing Student Learning and Their Impact on The Quality Of Distance Learning (From The Perspective of Faculty Members in Higher Education Institutions)

Appropriate Question Patterns for Assessing Student Learning and Their Impact on The Quality Of Distance Learning

(From The Perspective of Faculty Members in Higher Education Institutions).

Abstract:

This study examines the appropriate question patterns for evaluating student learning and their impact on the quality of distance education. The descriptive analytical method was used, and the study sample consisted of (54) faculty members in higher education institutions through the purposive sampling method on a group that has the information needed for the study. The study found that all the sub-hypotheses arising from the main hypothesis are valid and that there is a statistically significant effect on the evaluation methods consisting of (open book questions, electronic questions) on the quality of distance education from the perspective of faculty members in higher education institutions under study. The first sub-hypothesis was accepted, where 15.2% of the variations in the dependent variable (quality of distance education) were recorded, explained by the variation in the independent variable (open book questions). The second sub-hypothesis was also accepted, where 24.0% of the variations in the dependent variable (quality of distance education) were recorded, explained by the variation in the independent variable (electronic questions). The study recommended the need to emphasize the development and updating of educational curricula for academic programs that are compatible with evaluation patterns, which enhances their role in improving the quality of distance education. The study also recommended expanding the use of different evaluation patterns for student learning with a focus on electronic questions due to their ease, flexibility, and diverse options.

Keywords: Question patterns, student assessment, Learning Outcomes, education quality.

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