The Evaluation of Grammar's questions for the Arabic language department /The Basic Education College / University of al-Mustansiriyah based on the Total Quality Standards

Abstract

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 1^st and the 2^nd)  

1. 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)