Good output of the paper meaning (standardizing the basic information of the paper (university name – college name – department – course name – course code – exam date – exam time) and adherence to the prepared form)
Clear printing so that the student can easily read it.
Linguistically well formulated and free from spelling mistakes
Will be written electronically and to coordinate well
The questions are formulated in the language of teaching and that they are understood and clear, so that the students do not disagree on their meaning.
The questions are arranged in such a way that the gradient takes into account the difficulty and then calculates the coefficient of difficulty.
The grades are distributed to the questions in proportion to the difficulty and time required to answer, and the grades are written in front of each of the questions, and that the score of each question is determined according to the level of learning outcomes that this question measures.
Not to compress the questions in the paper so that they appear stacked and confuse the student in reading them.
The numbers of the questions and their branches be clear and out of confusion, so that the questions and branches do not overlap.
The good content of the paper, which necessitates:
Take into account the coordination of the paper and standardize the pattern of questions.
The diversity of questions to measure the different skills (ILOS) that the student has acquired
Questions are graded from easy to difficult to determine individual differences between students.
The language of the exam correspond to the language and method of teaching
The number of questions is proportional to the time of the exam.
Avoid repeating and overlapping what is required in more than one question.
Sign the examiners or the exam coordinator at the end of the paper.
Criteria for the content of the questions
The questions cover the whole curriculum.
That the questions measure all the outputs of the educational process (ILOs) (knowledge and understanding – practical skills – mental skills – other general skills related to the student’s professional life later), and this means that the questions measure each of the lower levels of learning (knowledge and understanding and Application) and higher levels of learning (analysis, synthesis, creativity and invention).
That the questions vary (between the essay and the objectivity – as well as the system if possible), that take into account the individual differences between students in addition to some questions that reveal gifted students.
The questions should be characterized by honesty (the extent of the test’s success in measuring what is called a measure), consistency and objectivity (the test results did not vary between a corrector and himself, as well as between the corrector and another corrector)