Tag Archives: Ministry of Education

Evaluating 2020-2021 and 2021-2022 GCSE English Exams and Exam Method against Related Curriculum Goals and Stakeholders’ and Experts’ Perceptions (Published)

Evaluation instigates learning and teaching and is central to them. All elements in the educational process have to be evaluated, including the evaluation of exams and related exam methods. This study aimed at evaluating the Egyptian GCSE English exam and exam method against GCSE curriculum goals and stakeholders’ (i.e. teachers’ and students’) perceptions of the exams. The study adopted a qualitative approach: a fixed alternative questionnaire and a semi-structured E-interview both administered to participant experts and practitioner teachers (n 50 and 5, respectively), and it also incorporated designing and using another questionnaire (in two versions) administered to GCSE graduates: 50 for the school year 2020-2021 and 100 for the 2021-2022. Results revealed that certain curriculum language skills and elements were absent, and the vast majority of them were under-represented and improperly addressed. Even, the curriculum novel content was covered inappropriately. It was then found out that the exams had few strengths and many weaknesses, regarding the question type, language skill and language element representation/coverage, exam nature and appropriateness for students, incompliance with curriculum and OBD. Other exam implications were covered. Plans and recommendations for intervention included inclusion of performance-based questions for three language skills and the translation element, coverage of grammar and vocabulary, inclusion of language functions and idioms, variation of question types appropriate for language skill/element, and commitment to the OBE approach in the exams as well as to research.

Citation: Albaaly  E. (2022)   Evaluating 2020-2021 and 2021-2022 GCSE English Exams and Exam Method against Related Curriculum Goals and Stakeholders’ and Experts’ Perceptions, International Journal of English Language and Linguistics Research, Vol.10, No 4, pp.33-75

Keywords: Egyptian exams, English Exam, GCSE, GCSE graduates, Ministry of Education, assessment method, exam evaluation, secondary stage.

The experience of distance education in light of the Corona pandemic from the school principals, teachers and students’ point of view in the Arab Sector in the Northern District of Israel (Published)

This study aimed to evaluate the experience of distance education in light of the Corona pandemic from the school principals, teachers and students’ point of view by measuring the extent to which students in the e Arab Sector in the Northern District of Israel benefit from the experience of distance education, their involvement in it and the challenges facing male and female teachers in using distance education in light of the Corona in order to improve this experience. To achieve the objectives of the study, the descriptive method was adopted where the questionnaire instrument was used to collect data. The study sample which the study was applied to consisted of (90) male and female principals, (320) male and female teachers in the Northern District of Israel and (169) male and female students at the same area. The study concluded many results, the most important were: The sample individuals responses were under the item “medium”, which meant that the students’ benefit from distance education was medium, whereas frequencies and percentages of school principals, teachers and students’ responses about challenges facing them ranged from the highest challenge which was the sixth phrase which stated on “Easiness of cheating during the exams through distance education’ with a percentage of (9.91%) to the lowest challenge (1.2%) which was the second that stated on “Lack of students training on using distance education system”, where it is noted here that there were differences in the rates of challenges from one to another. Finally, the frequencies and percentages of the principals, teachers and students’ responses concerning their point of view about improving the experience of distance education were counted, and a group of suggestions and solutions were introduced ordered from high to low based on the frequencies and percentages.

Keywords: Arab schools in in the Northern District of Israel, Ministry of Education, istance education, the Corona pandemic

Job satisfaction and the mechanism to develop the effectiveness of the performance of teachers in the schools of the Jordanian Ministry of Education (Published)

The study aimed at finding out the relationship between the factors of job satisfaction and improving the performance of teachers in the schools of the Directorate of Education in Jerash Governorate. The study tool consisted of a questionnaire consisting of five fields. The study sample consisted of (100) teachers. The study reached the following results: The most functional factors that contribute to the development of teachers’ performance effectiveness were: the integrity of the system and school discipline, the needs of professional teachers in the school schedule, the provision of security, safety, freedom and democracy to teachers, the use of diverse and modern methods of educational supervision.

Keywords: Job Satisfaction, Ministry of Education, Performance Teachers