Due to its fundamental role in the teaching and learning process, the concept of evaluation has been widely tackled in academic spheres. As a matter of fact, evaluation can help us discriminate between good and bad courses and thus establishes a solid background for setting success to major courses’ aims and outcomes. Whether in electronic or paper form and whether as a continuous or periodic process, evaluation helps teachers to form judgement values and students’ development and achievements. With regard to electronic evaluation, more and more university Algerian teachers are performing it though with a low degree through the online Master and Doctorate theses works’ supervision, for instance .The current study aims at investigating the teachers’ attitude to the use of electronic evaluation as a means to evaluate students’ performance and progress. The other aim is also to shed light on other aspects of electronic evaluation which are still under limited experimental process and needs to be upgraded in the university departments’ database. This might include mainly the electronic course evaluation system and course work assignment electronic submission. Results which were collected through an online survey submitted in the form of Likert scale questionnaire to 16 teachers randomly selected across different Algerian universities revealed interesting findings. Most teachers agreed that electronic evaluation system can replace paper evaluation system forms since it saves much of the teacher’s time and energy. Most importantly, all teachers admitted that the electronic course evaluation system would help them to provide quality courses.
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