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The evaluation process and the methods used are considered an important input for developing the educational system in its various aspects, so development in the field of measurement and evaluation has received the attention of specialists. This paper discusses: criticisms of current evaluation methods, the concept of assessment evolved from assessment of learning to assessment for learning, and the practices that must be followed to keep pace with the concept of assessment for learning. The paper concluded that exams in their current state are exposed to many aspects of criticism in relation to what these tests measure and measure what they were designed to measure or what is known as validity, as well as in relation to the extent of our confidence in the grades we obtain from applying these exams and the extent to which these grades express the true level of students or What is known as reliability. Thus, relying solely on these exams to evaluate students is not appropriate for learning in the twenty-first century and what we expect of learning outcomes that are linked to students’ competencies and abilities to keep pace with current developments in all fields. Therefore, it is necessary to shift from assessment of learning to assessment for learning, which requires the use of practices that suit this transformation, such as the use of formative assessment on a continuous and repetitive basis and in a way that suits the individual differences between students. We must also rely on standards-based assessment that is based on transparency and assessment of students’ competencies and their level of progress. Reliance on tests or final exams must also be reduced, and alternative methods should be used that are innovative, reduce students’ anxiety and tension, and expose them to pressure during exams, and provide clear insights into the level of students’ progress. There must also be a transition from a culture of data collection to a culture of using data that must be up-to-date and visible to everyone. And provide continuous feedback to students. [ABSTRACT FROM AUTHOR]

The current research aimed to identify the theoretical foundations of the Egypt Government Excellence Award, and to diagnose the current situation of the Faculty of Education, Benha University by diagnosing the internal environment (strengths and weaknesses), and diagnosing the external environment (opportunities and threats) for it, and to reveal the reality of applying the standards of the Egypt Award for Government Excellence in the Faculty of Education. Education, Benha University through a field study, in addition to developing a proposed strategy for the development of the Faculty of Education, Benha University, in the light of the criteria of the Egypt Government Excellence Award. Its strength is (116) from the academic staff, and (69) from the administrative staff at the Faculty of Education, Benha University. The research concluded in its results that: The college provides training programs commensurate with the needs of human capital. papers, fuel, printing inks, chemicals, etc.), the college works to a certain extent on the security and sustainability of its property through maintenance programs, there are objective and declared criteria for selecting academic and administrative leaders, and there are some problems it suffers from: lack of holding workshops or special awareness seminars The national indicators contributing to the realization of Egypt's vision 2030 and related to the college's activity or its announcement, the college's lack of projects related to sustainability in the economic and environmental fields, the lack of cooperation protocols with the sectors of society to provide technological support, the college's lack of applying future-looking tools in its various fields of work, The college's lack of application of innovation management policies in all its activities, the college's weakness in achieving job satisfaction for its human capital, the college's low level of interest in developing precautionary measures to face potential risks. [ABSTRACT FROM AUTHOR]

This study aimed at identifying the effect of interactive maps in developing spatial ability of historical events and technology acceptance of second year secondary school students. Material of the study were a checklist of spatial ability dimensions of historical events, and interactive maps of "Islamic conquests and the spread of Islam" unit, with it's needed work papers, and the teacher manual for using interactive maps in teaching lessons of the unit. Tools of the study were spatial ability test of historical events and technology acceptance questionnaire. The study used experimental curriculum, two equivalent groups design. Participants were divided into two groups. Both groups were pretested using the tools. The experimental group (n=33) studied the unit using the interactive maps, whereas the control one (n=34) studied the same unit traditionally. Participants were at Fatma Alzahraa secondary school at Esna educational administration at Luxor in the first term of the academic year 2022/2023. Results indicated that there were significant differences between the mean of scores of experimental and control groups in both spatial ability test and technology acceptance questionnaire at (0.01) level in favour of experimental group. This result confirmed the effect of interactive maps in developing spatial ability of historical events and technology acceptance of second year secondary school students. Based on the results, a set of recommendations and suggestions for further researches were presented. [ABSTRACT FROM AUTHOR]