إمتحانات النحو والصرف في الجامعة الجزائرية : دراسة تقويمية في ضوء معايير الجودة
The present study is aiming at evaluating the morphology and grammar exams at the departments of Arabic Language and Literature in the Algerian universities under the umbrella of exam quality criteria, and it is a prominent attempt to answer a pivot question: to which extent have been the quality standards achieved in the morphological and grammatical exams prepared by the teachers of the departments of Arabic Language and Literature in Algerian universities? As a result, the following questions were raised: 1) What are the quality criteria should be met in the morphology and grammar exams in the departments of Arabic Language and Literature in Algerian universities? 2) To what extent do diversity occur in the morphology and grammar exam questions? 3) To what extent have the examination questions included the morphological and grammatical units of the disciplines? 4) To what extent are the criteria for the quality of the examination output met in the morphology and grammar exams? In order to answer these questions, the study shall analyze twenty-eight morphological and grammatical exams, which were conducted for students of the first and second years of the first phase (Bachelor) between the years 2014 AD - 2020 AD. The descriptive approach was adopted together with the analysis being an indispensable procedure in such studies. So, these are the most significant results among others: 1) the most frequently used questions in exams are the objective questions, followed by short answer questions whereas the essay questions were less used. 2) Most morphology and grammar teachers tend to conduct questions which vary between objective and short-answer questions. 3) Most of the teachers were keen to diversify the formulas of their questions. Thus, the most common forms were: “recall”, “extract”, and “give an example”. 4) The "words", "poetry verses" and "Quranic verses" templates achieved high rates in the morphological and grammar exams. 5) The question templates varied in good proportion in the exams. 6) A remarkable decrease was recorded in connection with the percentage of exam questions covering morphological and grammatical units of the disciplines. 7) The exam criteria were achieved at the average level, and the criteria of both the fields found that basic data and writing questions in a good way in most of the exams, while the teachers’ adherence to the standards of the exam instructions was low. It was also found through the study that there are many factors that made the quality of morphological and grammatical exams below the required level, in the first place, a quantitative and qualitative weakness regarding the training of the university commissions members to prepare achievement exams. The number of training courses is limited and their duration is short. moreover, most of them focus on theoretical aspects while is seldom conducted. In addition, the intensity of the vocabulary of disciplines and the large number of disturbances lived by Algerian universities all together are factors that make the process of designing a good achievement exam a very difficult task. (Author’s abstract)