Abstract:

This research examines the perspectives of faculty members at the College

of Education in Derj regarding the characteristics of an effective

examination and their manifestation in their actual evaluation methods. A

quantitative methodology was employed to collect data from 18 faculty

members at the College of Education, Derj, via a structured questionnaire

focusing on three areas: understanding effective test characteristics,

practices in test design and modification, and overall assessment methods.

We employed an extreme-groups comparison to assess discriminant

validity, along with Cronbach's alpha and a split-half strategy to evaluate

reliability, ensuring that the instrument was of high quality. Descriptive data

show that faculty members overwhelmingly agreed with fundamental

quality requirements, particularly linguistic clarity, validity, fairness,

reliability, and the use of assessments for feedback. However, the quality

assurance procedures that were more about practice were not always

followed, especially when it came to testing items and using peer review or

moderation for exam papers. Teachers also stated that they felt a lot of

pressure to ensure that many students pass, which could influence how

difficult and challenging the items are. The results indicate that individuals

are highly aware of the quality of tests. However, institutions need to take

further action to ensure that everyday practices promoting fairness and

legitimacy in exams are strengthened. The paper believes that college tests

could be better if there were easier ways to moderate them, more usage of

test designs, and better ways to solicit feedback.

This study was conducted with students from the College of Education in Derj to determine their perceptions regarding tests and the criteria for an effective test. The study focused on students' perspectives due to their diverse experiences and ideas about examinations.

A questionnaire was administered to undergraduate students, and SPSS was used to analyze the responses received. The results indicated that most students prefer questions that are simple and easy to comprehend. Students found it easier to take tests when the questions were clear and concise. Students also emphasized the need for fairness and believed that tests should be based on the material that was actually taught in class.

Some students also stated that quizzes and homework were more important than just taking final examinations. Additionally, some participants reported that exam-related stress negatively affected their performance. In general, students preferred tests that helped them learn better rather than tests that focused only on achieving grades.

This research studies the use of code-switching in English classes at secondary schools in Derj. Code-switching means using Arabic with English during the lesson. Many English teachers face problems when students do not understand explanations given only in English. For this reason, some teachers use Arabic to help students understand the lesson better. The study focuses on teachers’ opinions about using code-switching in the classroom. A questionnaire was used to collect data from 32 English teachers. Simple statistical methods were used to check the reliability of the questionnaire and to analyze the results. The findings show that most teachers accept the use of code-switching, but they do not support using it all the time. Teachers mostly use Arabic when explaining difficult vocabulary, grammar rules, or classroom instructions. They also believe that limited use of Arabic makes students feel more comfortable and willing to participate. However, teachers strongly agree that using Arabic too much can reduce students’ chances to practice English. For this reason, they prefer to keep English as the main language in class and use Arabic only when it is really necessary

Abstract: This study investigates Libyan EFL university teachers' perceptions and attitudes towards culture and Intercultural Communicative Competence (ICC) in their classrooms. It also aimed to identify how teachers define, understand and integrate ICC in their classrooms. A sample of 42 language skills subject teachers from Tripoli University's faculties of education participated in the study. A mixed-methods approach using a questionnaire and semi-structured interviews was employed. The findings revealed that teachers hold positive attitudes towards integrating culture and ICC, recognising the importance of integrating culture, cultural elements, and cultural differences for successful communication. However, although teachers' grasp of the concept may be weaker than desired, they possess a general understanding and awareness of ICC. For ICC integration, teachers emphasised students’ engagement, using authentic materials, comparing learners' cultures with other cultures, and real-life situations as essential for developing students’ ICC. Teachers also identified challenges in integrating ICC, including students’ age, limited access to technology, outdated materials, and potential confusion or misunderstanding among students regarding cultural or religious events. Nevertheless, the study emphasises the need for ongoing professional development and support to enable teachers to effectively integrate ICC, overcome challenges, and promote intercultural understanding among students.