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

© 2022 Global Journals Volume XXII Issue IX Version I 14 ( ) 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 18 I tend to leave enough answer space for each question when I write the exam questions. 3.06 1.41 19 I tend to discuss the questions of the exam with my colleagues who teach the same course 3.49 1.28 20 I compose the questions of the exam the night before the date of the exam. 3.21 1.40 21 I do realize the exam does have an educational domain , and not just and assessing one. 3.24 1.37 22 I do realize that the student can learn from his mistakes in the exam if granted the chance to review the exam paper. 3.35 1.35 23 I prefer computer-based exams to avoid the manual correcting and marking. 3.07 1.34 24 When I compose the exam questions , I consider that questions go with the cognitive domains of Bloom’s Taxonomy. 3.23 1.48 Total Degree 3.42 0.37 The above mentioned table (3) shows that the highest item in rank, with the mean of (4.15), was for the questionnaire item, “I compose the questions of the exam distributed between objective questions and essay questions.” While the second in rank, with the mean of (3.77), was the questionnaire item “When I compose the questions of an exam, I make sure that objective questions do not exceed 25%.” This result, the researchers believe, mirrors the past experience, and may be, negative attitudes of those teaching staff- members of (PTUK) towards objective questions, in general, and multiple-choice question specifically which mostly prevailed, in an online home-sent examining, during the pandemic situation of the Covid-19; this result, the researchers believe, also reflects the teaching staff-members' hankering to traditional types of questions such as essay questions in testing and examination, especially, it should be added, that this study is carried out during the first semester of the academic year 2021-2022 which signals the return to the face- face teaching and paper-based examination and testing. Table (3) also shows that the lowest ranked item, with the mean of (3.06) has been "I tend to leave enough answer space for each question when I write the exam questions." This result, the researchers believe, depicted the fact that the process of stringing questions of the achievement exam, from the part of the surveyed sample of teaching staff-members in (PTUK), is still propelled by a teaching mentality and not a learning mentality; in other words, the exam is seen as a complementary tool for the teaching process, and not as a precious tool that has an important learning dimension. Table (3), additionally, reveals that the item which came exactly before the lowest item in rank with a mean of (3.07) has been "I prefer computer-based exams to avoid the manual correcting and marking. "This result, the researchers believe, does not reflect a positive attitude towards the format of computer-based exams, but rather to its procedural labor-free toll; this result, the researchers believe, also mirrors the fact that the teaching staff-members of (PTUK) view the achievement exam as a formality and not as a necessity that can be exploited to steer the whole learning and teaching processes. a) Results of the hypotheses of this study i. The first null-hypothesis: There is no significant difference when ( α = 0.05) in the means of the teaching staff-members' responses, in regard to the main question of this study "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 (PTUK), that are attributed to the variable of "sex"; to test this hypothesis, a (t-test) was conducted and the results has been revealed in table (4) which indicates that the value of (t) was (0.25), and the value of (P) was (0.81); these values tell that there was no significant statistical difference when ( α = 0.05) which leads to accepting the first null-