The main purpose of this research was to find out how the MA students learned knowledge is evaluated. This study put the emphasis on contextual variables as done through a descriptive ...
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The main purpose of this research was to find out how the MA students learned knowledge is evaluated. This study put the emphasis on contextual variables as done through a descriptive survey. Data were collected through a researcher made questionnaire for students and a semi-structured interview with the faculty members. MA students and faculty members teaching this course constitnted the statistical population of this study. Analysis of the data showed that, from the view- point of the students, the degree of use of formative evaluation and the variety of final evaluation methods at the MA level was at an average level. Students reported that some effective contextual factors in evaluation are the instructor’s level of expertise, his/her participation in specialized and educational (methods) courses, teaching experience, status and level of education, place or university where the instructor’s degree was received, and the instructor’s gender. Analysis of data collected from professors, showed that professors consider as customary the use of formative evaluation at MA level. However, they do not consider as effective summative evaluations a effective. Results from the U.C test showed that the views of girl and boy students differ regarding the effect of gender of their professors on their evaluation. One way analysis of variance also showed that the factor of type of faculty the students came crun hed an effect on their view with respect to the variely of the existing methods of evaluation.
