The workshop aimed to review the structure of the exam, its domains, and their relative weights to ensure alignment with the updated reference framework, targeted learning outcomes, national quality standards, and contemporary developments in educator preparation.
Professor Dr. Ramzi Fathi Haroun, Vice Dean for Quality and Local Accreditation at the School and Chair of the Committee for Developing Academic Accreditation Guidelines and the University Proficiency Exam for Bachelor’s Programs in Educational Sciences, played a key role in planning and implementing the workshop. He contributed to structuring its thematic axes and formulating the technical directions related to revising the matrix of knowledge domains.
The workshop brought together representatives from several public and private universities, as well as officials from the Ministries of Education and Higher Education, and the Civil Service and Public Administration Bureau—reflecting the collaborative national nature of the exam development process.
From the School of Educational Sciences, participants included:
The workshop focused on reviewing the test specification matrix in light of the new knowledge domains, developing sample test items that reflect diverse cognitive levels, and discussing mechanisms to ensure the exam’s validity and reliability. It also addressed the establishment of a national item bank governed by rigorous scientific standards in design, piloting, and peer review.
The workshop concluded with several key recommendations, including:
Adopting an updated test specification matrix aligned with the new general framework.
Redistributing the relative weights of knowledge domains according to teacher preparation priorities.
Developing a national item bank subject to strict scientific standards in construction, validation, and piloting.
Strengthening coordination between higher education institutions and the Accreditation Commission to unify technical reference standards for the exam.
Establishing a periodic review mechanism for the exam based on implementation results and feedback.
The School of Educational Sciences reaffirmed its commitment to supporting national efforts aimed at advancing quality assurance, measurement, and evaluation systems in higher education. These efforts contribute to enhancing the quality of educator preparation and aligning academic programs with national standards and the requirements of the new general framework for Educational Sciences specializations.