Educational evaluation in Islamic sciences and the question of quality, the fundamentalist lesson as a model

Abstract

The establishment of an effective educational evaluation in Islamic sciences in university education, consistent with the nature of these sciences and their methodological characteristics, requires research into their cognitive and educational foundations, with defining the scientific aspects that should be invested to set practical controls for this evaluation, without neglecting the importance of disclosing the reality of evaluating learning in educational practice. University, with the intention of showing strengths and weaknesses, in order to invest all of this and build on it to establish the desired evaluation model.

Hence, it was necessary for everyone who sought to bring these sciences closer to examining their cognitive structure, so that he would be aware of the most appropriate didactic methods for teaching and evaluating them, based on the educational base established by the people of this specialization, which they summarized in the imperative of reconciliation and complete suitability between the cognitive system and the methodology Teach it and bring it closer to the learners.

   This is what this article seeks to achieve, by revealing the reality of evaluating students’ learning in the Islamic studies division at the university level, which enables us to draw practical controls and methodological determinants guiding the evaluation practice in Islamic sciences, especially in the university fundamentalist lesson.