Not only does the exam live the calendar


Two educators do not disagree that evaluation is a basic component of the educational learning process, and a necessary condition for judging its effectiveness. It developed in parallel with the emergence of successive pedagogical and pedagogical theories, expanding its functions and tools, and transforming from a simple process aimed at measuring the extent to which students remember learned knowledge, to a comprehensive vision that covers the cognitive, emotional, skills, tendencies and trends of students, and continuously during learning, which requires the innovation of non-evaluative tools. Typical, to keep pace with the rapid educational and technological developments.In the past decades, the evaluation relied on traditional tools of a collective nature in the educational learning path, and these tools still impose their rhythm due to the difficulty of dispensing them, and foremost among them are examinations and the various types of tests that emerged from them (open book, essay questions, multiple choice, tests Short …). And evaluation tools soon developed in line with educational and educational changes and in order to achieve the universality of evaluation to include school cards, interviews, conducting research, participating in activities, all kinds of standardized tests, to test higher mental abilities (analysis, synthesis, and evaluation) and emotional skills, as well as raising problems and research For solutions to it, comparison, research, deduction, deduction, objective criticism, development of research, social, communication, emotional and self-management skills, rather than being limited only to testing the cognitive banking memory of the learner.
In light of the Corona pandemic, and the adoption of distance education to ensure the continuity and efficiency of education during the crisis, remote evaluation was the biggest challenge for schools, teachers, students and parents, due to the absence of a clear mechanism for it. The majority of schools found themselves in uncharacteristic confusion, and were unable to use appropriate evaluation tools, and the need to adopt corrective methods commensurate with the conditions of new learning emerged, and to be able to measure the learner’s performance objectively and accurately, as well as to reveal students’ needs, preferences, preparations and abilities.
Many questions emerged from the educators ’ranks, including: What are the evaluation tools that can be adopted remotely? How can it be used effectively to accurately reflect student performance? Does this evaluation guarantee the reliability of measurement? Can it be characterized by continuity, diversity, comprehensiveness and flexibility, or will it be intermittent and temporary? Can it take into account the individual differences between students and multiple intelligences? Does it guarantee achieving educational justice in a minimum, and the mental health of the learner? How can the teacher choose the tools that suit the students’ needs, abilities and skills? How can an honest online test be conducted to ensure that the student does not attempt to cheat or seek help from others?
Other educators go to the question more about whether we are able to transform this crisis into an opportunity that enables us to shift from a culture of testing to a culture of evaluation, and thus secure conditions to ensure the adoption of evaluation in the service of learning, so that students become able to assume their responsibilities and control learning and control it.
Reading a number of studies on distance education and experiencing field experience lead to evaluation strategies and tools that can be used with reliability, provided they adhere to the rules of their application. And it can be classified, according to the purpose, of the evaluation in the following form: evaluation for learning (helps to provide feedback that enables a plan to increase learning), learning evaluation, and multi-dimensional evaluation. Among these tools:
– Quizzes: The teacher creates individual questions and collects them in the form of tests (true or false, multiple choice, matching) and presents them to the students to answer them through the learning platform that automatically corrects the answers. The importance of these tests lies in their adoption as a continuous formative evaluation, and the possibility of integrating them into a holistic (report) test that includes various questions related to mental skills of different levels, and allows to save a lot of time for teachers, especially in large classes, and can be arranged randomly upon the procedure, as well as it allows the possibility of creating Large number of questions and memorize or store in test banks.
Essay questions: The teacher gives students, through the approved learning platform or “blackboard”, an article, poem or text … and asks them to analyze and interpret it in light of predetermined criteria, and then regroup it on the platform itself. Essay questions help students to formulate and express their opinions on specific topics, and contribute to the application of higher-order thinking skills such as critical thinking, creative thinking, decision-making and the scientific method in solving problems. The teacher and students can use e-mail as an alternative to the approved platform in the event that it faces technical problems.
– Open book test: the teacher puts the test questions on the approved learning platform, and collects them simultaneously (students start and end at the same time), or asynchronously by giving students a specific period of time (half an hour, an hour …) to complete the test in case The emergence of urgent technical problems on the educational platform or the “blackboard” of the school, and e-mail can be adopted as a substitute for receiving learners’ answers. The importance of this test is that it helps to evaluate the thinking skills of students at higher levels, and to assess the extent of their ability to apply their knowledge to questions and problems posed by the teacher and in their ability to access printed or digital texts and resources that the teacher allows during the test.
Debates: They take place simultaneously through the on-line meeting system available at (Microsoft teams – zoom-webEx-Moodle-Google meet -…) between a group of students, the teacher determines the number of them, and during which realistic topics, issues or challenges are discussed. . The importance of debates is that they enhance the skill of speaking, presentation and critical thinking of the student, defending his point of view, respect for the opinions of his colleagues, and effective and deep participation in the topics, as well as it helps him to reach objective and scientific results, based and based on facts, and not on opinions and beliefs.
Presentations: They take place through the face-to-face meeting system, where the student uses visual resources (file, ppt slides, pictures, post posters, …) on a specific topic, and shares them visually on the screen in front of his classmates in conjunction with his voice during the explanation or presentation. The importance of the test is that it gives the student a greater opportunity to participate in the educational process and actively process knowledge, and it enhances the skill of presentation and speaking with him. It is imperative that the teacher provides students with standards and instructions in advance about the tools and resources they need and how to use them during the presentation.
– An e-portfolio or electronic portfolio: This file contains an organized collection of the student’s accomplished work (writing work such as structural expression – drawings – assignments – formative and achievement tests – illustrations …) during a semester, and under the guidance of the teacher who uses it as a reference To verify the extent to which the student’s learning outcomes are achieved. Each student’s file can be compiled on the “blackboard” or the school education platform within a field related to saving files, and for each educational material separately, the teacher can access it and see its content, and put what he deems appropriate in it.
Many may doubt the validity of the tests that students complete from their homes in terms of ease of cheating and the possibility of help from others (parents, classmates via Inbox …) if the procedures and environment accompanying the evaluation process are not confirmed. There is no dispute that this doubt is in place, so it is necessary to use appropriate techniques to ensure the matter, it is possible to use the front and rear cameras that show the student during an online assessment in a 360-degree position, and convex mirrors may be used to replace the front camera in the event of a desire to reduce the material cost. . Direct questions for students about exercises and assignments can also be used, and some may adopt smart digital calendar programs such as flip grid, class flow, kahoot, and others. Moreover, some may adopt more innovative technologies (biometric, such as voice and eye signature). Its availability requires a high potential that the vast majority of schools and students’ families cannot obtain. But trust in communication between the teacher and the student during the evaluation process instills in the learner a sense of responsibility and honesty, self-esteem and personal value, instead of placing the student under the microscope of intense technical observation because of its negative impact on his psychological health.

* Educational researcher

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