الرضا عن أساليب التقييم الجامعي وأهداف ونواتج التعلم في ظل التعليم عن بعد لدى أعضاء هيئة التدريس وطلابهم في ضوء بعض المتغيرات
The objectives of the research were to detect satisfaction of university assessment methods and the learning objectives and outcomes under distance learning in the light of some variables: Educational degree (faculty teaching staff, teaching assistants, bachelor's student, post graduate student), Nature of courses (Theoretical-Practical), achievement levels of students (high - ordinary - low), gender (male-female). The study was conducted on a sample of (320) participants (211 students in the bachelor's stage, 54 students in post graduate stage, 31/ teaching staff - 24/member of the teaching assistant staff) at Helwan University. The causal-comparative approach was used, and researchers used to measure the basic research variables, the two questionnaires of satisfaction about evaluation methods, and the objectives and outcomes of learning under distance learning/. The following statistical methods were also used: Means, Std. Deviation, Percent and Frequencies, "T" test to indicate differences between independent group averages, Pearson correlation coefficient, factor analysis, Colmgrove Semernov Lilfors test for normality, Levene's Test for Equality of Variances, Post hoc test Scheffe, Multivariate Analysis of Variance. The results were: Statistically significant differences at 0.01 between the averages of the research sample in satisfaction of assessment methods and objectives and outcomes of learning under distance education due to the difference in the degree in favour of the faculty teaching staff, and the absence of differences between the averages of the research sample scores in Satisfaction of assessment methods and outcomes under distance learning attributed to: the nature of courses (theory-process), student’s achievement levels (high-medium-low), and gender (malefemale), as well as satisfaction of assessment methods in Distance learning remained generally 46.9%, while satisfaction of achieving learning objectives and outcomes under distance education was 72.96%, and the results also found a statistically significant relationship at 0.01 between satisfaction of assessment methods and learning objectives and outcomes, and there were predictability of satisfaction of objectives and outcomes of learning under distance education, knowing the performance of research participants on the satisfaction scale of the assessment methods used. (Published abstract)