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

Table 11: Results of the (on-way ANOVA test) in between the means of the responses of the subjects of the sample in regard to the variable of (Teaching experience) Source of Variance Sum of squares Degree of freedom Mean of squares Value of (F) Statistical Significance (P) In-between groups 0.117 3 0.039 0.28 0.83 In-group 18.770 136 0.138 Sum 18.887 139 VII. R ecommendations In reference to its findings and conclusions, this study procedurally recommends that the teaching staff- © 2022 Global Journals Volume XXII Issue IX Version I 18 ( ) 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 VI. F indings and C onclusions In accordance with its objectives, findings of this study indicate that the specifications of the questions of an achievement exam are not much considered whenever the teaching staff-members of (PTUK) usually prepare and write exam questions, and that the questions of an achievement exam are mostly prepared and written from a teaching mentality, which mostly imitates and enhances a traditional practice that considers an achievement exam as a complementary tool for the teaching process, and not as an essential tool for the learning process; findings of this study indicate that an achievement exam is also viewed, in itself, as an end with little consideration to the fact that it can be a valuable source of feedback that can provide significant insights into the teaching and learning processes. Findings of this study also indicate that: first, computer-based exams are relatively preferred by the teaching staff- members of (PTUK) because of, the researchers believe, and in reference to previous related literature, their labor-free correcting toll, and not because of the specifications of their questions, especially the multiple-choice format; second, depending on their responses, both of the females and males of the teaching staff-members of (PTUK) relatively exhibit a very close and unified approach, attitude, and practice towards the status and specifications of the questions of an achievement exam, especially in the absence of any guiding and referential taxonomy; third, the teaching staff-members of the Faculty of Arts and Educational Sciences, in comparison with other staff- members of other faculties in (PTUK), are most likely to exploit some of their educational background when writing and preparing the questions of an achievement exam, but, once again, this advantageous and the would be exploitable educational background should be harmonized with a clear tabulated list of specifications and a referential taxonomy; fourth, "teaching experience", as has been found within the boundaries of this study, cannot be calibrated by how many years spent in the teaching profession , but rather how much of those years were exploited in deducing new outlooks through digesting the amount of feedback accumulated throughout those years spent in teaching; fifth, findings of this study indicate that imitating the traditional heritage whenever preparing and writing questions of an achievement exam represents a hindering factor towards exploiting years of the teaching experience, and results in a progress cul-de-sac; by the same token, conclusions of this study indicate that: first, the pandemic situation of Covid-19 may have negatively impacted the status and the specifications of the questions of an achievement exam in the sense that the teaching staff-members of (PTUK) exhibited some kind of avoidance to multiple- choice questions which were heavily enhanced during the pandemic situation of Covid-19; second, this study confirmed, as a conclusion, that the absence of a tabulated list of specifications to the questions of an achievement exam will widely open the door to speculations, improvisation, and imitation to the traditional heritage in preparing and writing the questions of an exam; third, 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, and that the questions of an achievement exam are still propelled by a teaching mentality rather than a learning mentality, and that those questions are rarely anchored to a specific taxonomy or a tabulated list of specifications; fourth, this study confirmed, as a conclusion, that the absence of any instructional training yields some kind of commonality of improvisational tendency while preparing and writing the questions of an achievement exam; this commonality of improvisational tendency, deductively, yields unreliable judgments, and mirrors fake reality of the teaching and learning processes; fifth, the teaching staff-members of (PTUK), with their different academic ranks, view an achievement exam as an end that can be reached with any set of questions or any exam format; sixth, this study concludes that the absence of formidable educational taxonomies, which the specifications of the questions of an achievement exam are anchored to, reinforces the practice of imitating the traditional heritage in preparing and writing exam questions.