Global Journal of Human Social Science, G: Linguistics and Education, Volume 22 Issue 9

© 2022 Global Journals Volume XXII Issue IX Version I 7 ( ) Global Journal of Human Social Science - Year 2022 G The Status and the Specifications of the Questions of an Achievement Exam from the Points of View of the Teaching Staff- Members of Palestine Technical University- Kadoorie (PTUK)\Tulkarm-Campus literature; moreover, each section of the this literature review was summed up by a discretionary epitome to distill and unify the argument of each meant section. a) The scope of importance and usage of questions Swart (2009, as cited in Jayakodi, Bandara, Perera & Meedeniya, 2016), confirm that "While questions can be given throughout the course, mid semester and the end semester exam questions often carry a considerable weight for the overall assessment." Swart (2009) also adds that "Final examination papers are used by academics to assess the retention and application skills of students."Demir & Eryaman (2012) confirm that "It is not surprising to discover that the evaluation of the students’ learning with low cognitive level questions in primary and secondary schools as well as in higher education institutions is a common assessment strategy. "Demir & Eryaman, (2012) also add that "Both the teachers in primary and secondary schools and the university instructors tend to check whether the students memorize the decontextualized information by using semester exams and they do not force the student enough to critically analyze, synthesize and evaluate what they have learnt because of the low cognitive level questions in the exams. "Köksal & Ulum (2018) explain that "the questions presented on a paper determine whether the examination manages assessing the learners’ performance or not. "Smith, Brown & Race (1996, as cited in Schneider, 2017), state that "Different types of test questions, per standard test design protocol, were used to allow students to have opportunities to express their differential test taking abilities. "McMillan (1997, as cited in Swart, 2009), concludes that "Questions are an essential component of effective instruction." Özden (1999, as cited in Demir & Eryaman, 2012), confirms that "People need questions in order to use one’s life. "Sadker (2002, as cited in Demir & Eryaman, 2012) states that" Questions can and have been used for a wide variety of educational purposes: reviewing previously read or studied material; diagnosing student abilities, preferences, and attitudes; stimulating critical thinking; managing student behavior; probing student thought process; stirring creative thinking; personalizing the curriculum; motivating students; and assessing student knowledge. "Çepni (2003, as cited in Jayakodi, Bandara, Perera & Meedeniya, 2016), states that "Often the exam questions used to assess the level of the university students are at low cognitive levels. "Hussain (2003, as cited in Demir & Eryaman, 2012) concludes that that " in the realm of teaching and learning, questions have been cited as not only the most often used, but also the single most important strategy used by instructors." Dillon (2004, as cited in Swart, 2009), points out that "Questions, effectively delivered, facilitate student learning and thinking, as they serve to motivate and focus student attention, provide opportunities for practice and rehearsal, and provide the opportunity for academics to assess how well students are mastering content. "Dillon (2004; Chin, 2004, as cited in Swart (2009) concludes that "The art of skillful questioning is a key to productive discussion by engaging students in higher order thinking. "Chin (2004, as cited in Swart, 2009), explains that there is a need for "significantly more complex thinking questions that can stimulate a student’s mental activities. "Ali (2005) concludes that "The quality of asked questions on exams contributes developing creativeness of students and their criticism ability." Gürses, Bayrak, Bozoğlu, Açıkyıldız, Doğar & Özkan (2005, as cited in Demir & Eryaman, 2012) confirm that "questioning is the most essential step for the activity of thinking. "Gürses, Bayrak, Bozoğlu, Açıkyıldız, Doğar & Özkan (2005, as cited in Demir & Eryaman, 2012), also add that "Questioning can be admitted as a tactic that activates thinking. "Swart (2009) states that "Questions are used to obtain information, stimulate thinking, and redirect reasoning. Academics in higher education use questions on a daily basis to stimulate thinking and reasoning in students." Swart (2009) also adds that "Questions will remain as essential components of effective instruction. How these questions are formulated infi nal examination papers will depend much on the respective academics." Marquardt (2011, as cited in Swart, 2009 ), indicates that "Adults as well as children make use of questions to seek information or to gain a better understanding of the world in which they live. "Demir & Eryaman (2012) propose that "Whatever methodology is used, it is unquestionable the effect of the questions organized in fostering the critical thinking abilities. "Demir & Eryaman (2012) also add that "The exams including questions with a high level thinking skills can be used as well as an assessment tool and a teaching material. "Omar, Haris, Hassa, Arshad, Rahmat, Zainal & Zulkifli (2012), as cited in Köksal & Ulum, 2018), indicate that "A question is an element that is intertwined with the exam. Questions raised in exams play an important role to test the students’ overall cognitive levels. "Chandio, Pandhiani & Iqbal (2016) indicate that" Examination system may be used as a powerful means of reforming teaching-learning process. "Jayakod, Bandara, Perera & Meedeniya (2016), state that "Exam questions are the main form of assessment used in learning. "Jayakod, Bandara, Perera & Meedeniya (2016) add that" Through the art of thoughtful questioning teachers can extract not only factual information, but also help learners in connecting concepts, making inferences, increasing awareness, encouraging creative and constructive thoughts." To sum up, the abovementioned review considered questioning as a normal aspect of human life, and that asking questions is normally oriented towards meeting a human instinct and curiosity of trying