College policies

Scientific Association for Measurement and Evaluation

Both the Association of Arab Universities and Ain Shams University strive to develop the educational process in all its aspects, including institutional infrastructure and human resources, which are among the most critical pillars the Association aims to enhance continuously. Therefore, the Scientific Association for Measurement and Evaluation, affiliated with the Association of Arab Universities, in cooperation with the Education Development Administration at Ain Shams University (represented by the Central Unit for Measurement and Evaluation), prepared this current guide. Several steps have been taken to establish the basic standards for the measurement and evaluation system, as outlined below:

• Reviewing the latest scientific practices of measurement and evaluation systems at universities such as Oxford and Cambridge, in addition to referencing modern specialized literature in this field.

• Considering the various disciplines and sectors in Arab universities, where sectors were divided into:

  • Engineering and Information Technology Sector

  • Arts and Humanities Sector

  • Medical Sector

  • Basic Sciences Sector

  • Languages Sector

• Conducting field visits to Ain Shams University to review different question types and assess the current status of faculties as a benchmark.

• Collecting written and verbal suggestions from heads of measurement and evaluation units regarding specialized question types in different sectors.

The guide was approved by the Ain Shams University Council on April 29, 2023, and by the Association of Arab Universities at its annual institutions meeting on March 8, 2023.

About the Scientific Association for Measurement and Evaluation

Despite ongoing efforts to improve evaluation systems, tools, and raise the competency of teaching staff in the field of measurement and evaluation in Arab universities, there remains a strong need for more efforts to apply and develop evaluation systems and methodologies. This need led to the establishment of the Scientific Association for Measurement and Evaluation.

The association was inaugurated at its headquarters in the Education Development Administration at Ain Shams University, Egypt, on Sunday, December 5, 2021, in the presence of Prof. Amr Ezzat Salama, Secretary-General of the Association of Arab Universities, and Prof. Mahmoud El-Metini, President of Ain Shams University.

Association Vision

To become an internationally recognized and leading association in tests and assessments, offering consultancy and advancing the level of measurement and evaluation systems in Arab universities, aligned with the latest technological developments.

Association Mission

To promote a culture of measurement and evaluation and provide integrated solutions for developing systems in Arab universities. The mission also aims to enhance fairness, transparency, and quality, while raising the competency of teaching staff through the adoption and implementation of advanced assessment mechanisms.

Association Goals

1. Enhance the quality of the measurement and evaluation system.

2. Provide solutions to improve the system in Arab universities.

3. Promote a culture of measurement and evaluation.

4. Achieve fairness, transparency, and quality.

5. Improve the competence of teaching staff.

6. Promote scientific and professional communication.

Association Services

1. Offer training packages and workshops in measurement and evaluation.

2. Prepare and distribute the standardized Measurement and Evaluation Guide approved by the Association of Arab Universities and Ain Shams University.

3. Exchange expertise through field visits, research publications, and organizing conferences.

4. Provide technical support to establish specialized entities in the field of measurement and evaluation.

Association Website

http://esa.asu.edu.eg/mesa

Association Email

mesa@asu.edu.eg

Proposed Organizational Structure of the Central Unit and Subunits for Measurement and Evaluation

To view the Measurement and Evaluation Guide of Ain Shams University and the Scientific Association for Measurement and Evaluation:

Measurement and Evaluation Guide - Ain Shams University and the Scientific Society for Measurement and Evaluation

Teaching and Learning Strategy for Undergraduate and Postgraduate Levels

In line with Ain Shams University's vision to develop the educational process in all its aspects, the university has prioritized establishing a teaching and learning strategy for both undergraduate and postgraduate levels. This strategy aligns with the university's overall goals and strategic directions and responds to societal needs and demands. Its core objective is to make the student the central focus of the educational process and to equip them with the ability to compete both regionally and globally. To this end, the strategy can be outlined through the following key points:

First: General Concepts Used in the Document

1. Learning Strategy

A learning strategy is a systematic and integrated plan of actions that ensures the achievement of pre-set goals efficiently and based on available resources. It involves designing a comprehensive teaching plan, identifying activities, skills, assessment mechanisms, and teaching aids to be used in the teaching process. It is characterized by flexibility and adaptability to suit various educational situations and meet students' cognitive and emotional needs. Teaching strategies focus on students and rely on their active participation, promoting the development of their thinking skills.

2. Teaching Method

A teaching method refers to a set of procedures, actions, and steps carried out by the teacher during the educational setting, aimed at enabling students to learn a specific subject and achieve the intended learning objectives. Teaching methods vary among instructors based on their individual styles, available resources, educational environments, and student characteristics. Examples include lectures, discussions, problem-solving, storytelling, self-learning, and mastery learning.

3. Teaching Style

A teaching style is the personal way in which an instructor delivers a teaching method, influenced by their behavior, language, body movements, facial expressions, emotions, and voice tone. Teaching styles are unique to each instructor and are not bound by fixed rules. Examples include direct instruction, feedback-based teaching, and varied questioning styles.

Second: Objectives of the Teaching and Learning Strategy

1. Enhancing the quality of teaching and learning at the university, ensuring active student engagement.

2. Creating an educational and research environment that fosters creativity, innovation, and integration between academic and research programs.

3. Adopting modern, advanced teaching and learning strategies aligned with global trends and the capabilities of Ain Shams University.

4. Implementing strategies suitable for interdisciplinary and multidisciplinary programs.

5. Using teaching strategies that develop students' competencies across sectors, preparing them to compete in regional and global job markets.

6. Embracing strategies that align with future job functions, enabling students to work confidently in evolving fields.

7. Creating a digital environment that supports digital transformation strategies and modern teaching and assessment patterns, including electronic learning systems, hybrid education tools, virtual classrooms, and modern evaluation methods.

8. Developing the professional competencies of faculty members to enable them to apply advanced strategies that meet labor market demands.

9. Supporting student participation in workshops, local and international conferences, and expanding training opportunities through partnerships with civil society and business leaders.

10. Encouraging students to engage in experiential learning, inquiry, research, and self-directed learning.

Third: Criteria for Selecting Teaching and Learning Strategies

1. Alignment with the targeted learning outcomes and employability goals of the academic program.

2. Suitability of the strategy to the nature of the content—whether theoretical, practical, or experimental.

3. Appropriateness for students' level and prior experience.

4. Ability of the strategy to foster active student participation.

5. Compatibility with the institution’s available resources (classrooms, learning tools, equipment).

Fourth: Mechanisms for Reviewing the Teaching and Learning Strategy

The strategy is reviewed annually by a committee consisting of:

1. The Director of the Central Curriculum Development Unit or a representative,

2. Quality Unit Directors from various university faculties,

3. A representative from the curriculum subcommittees at the colleges.

The review is based on clear criteria that align with:

• The university’s vision and strategic plan,

• Modern era requirements and labor market trends,

• Scientific and technological developments,

• Student performance data,

• Feedback from students and faculty members regarding the implementation of proposed strategies.

The committee produces periodic reports on progress and achievements.

Fifth: Indicators for Measuring the Strategy’s Success

1. Student success rates compared over the last three years.

2. Feedback from stakeholders on graduate competencies.

3. Survey results on program relevance and course content alignment with labor market needs.

4. Surveys of students and faculty regarding the university’s policies addressing educational challenges.

5. Student evaluations of faculty performance.

6. Reports on e-learning performance across faculties.

Sixth: Teaching and Learning Strategies Adopted by the University

1. Integrated Learning

An approach that connects and merges academic subjects around a central theme, encouraging inquiry, research, and direct exploration. Students actively engage in thinking, connecting concepts, discussions, and solving real-life problems. Integrated learning enhances communication and teamwork skills and increases student confidence and competence.

Phases of Integrated Learning:

1. Inquiry and Preparation: Stimulating curiosity and linking prior knowledge with new learning.

2. Research and Acquisition: Gathering information through discussions, worksheets, internet research, etc.

3. Discovery and Collaboration: Group work to create meaningful solutions and share knowledge.

4. Application and Achievement: Implementing solutions through student projects.

5. Presentation and Reflection: Presenting outcomes, building confidence, and receiving constructive feedback.

2. Work-Based Learning (Professional Learning / Field-Based Learning)

Combines academic education with hands-on training in real work environments such as workshops, companies, or institutions, under the guidance of expert professionals and vocational trainers.

Benefits:

1. Translates theoretical knowledge into practical applications.

2. Exposes students to real-world work environments.

3. Enhances employability and work readiness.

4. Develops communication, problem-solving, teamwork, and professional ethics.

Objectives:

1. Equip students with skills and experiences to apply their knowledge in practical settings.

2. Help students transition smoothly into the labor market.

3. Involve the labor market in shaping educational outcomes.

3. Competency-Based Learning

A modern educational approach focusing on developing skills, knowledge, behaviors, and attitudes essential for success in life and work. It responds directly to labor market needs and is gaining popularity globally as a key criterion for academic program accreditation.

Definition:
An educational method that empowers students to acquire and apply competencies to solve real-world, complex problems, tailoring learning to individual capabilities and learning styles.

Key Objectives:

1. Meet labor market and vocational demands.

2. Promote self-directed learning.

3. Provide flexible systems for feedback and mastery.

4. Adopt new methodologies like rubrics for competency measurement.

Foundations:

1. Progress based on demonstrated mastery.

2. Transparency in student progress.

3. Flexible assessment tools, including formative and summative evaluations.

4. Separation of behavioral traits from academic performance in grading.

4. Student-Centered Learning

A progressive model that prioritizes student needs, interests, and learning styles, empowering learners to take responsibility for their educational journey. The teacher acts as a facilitator, offering guidance rather than rote instruction.

Key Strategies:

1. Problem-solving

2. Critical thinking

3. Collaborative learning

4. Role-playing

5. Inquiry-based learning

6. Simulation

Core Principles:

1. Shifts focus from teacher to student.

2. Promotes lifelong learning and independent problem-solving.

3. Encourages active student participation and autonomy.

4. Allows students to choose what, how, and at what pace they learn.

5. Supports individual learning styles, with the teacher adapting methods to support each student.

To view Education strategy: Education strategy

Teaching, Learning, and Assessment Strategy

Faculty of Dentistry – Ain Shams University

Introduction to the Faculty of Dentistry – Ain Shams University:
By Presidential Decree No. 285 of 1994, the Faculty of Dentistry at Ain Shams University was established. The Faculty began in 1996 at the Faculty of Science – Ain Shams University. The study at the Faculty commenced in the academic year 1995/1996 with the Preparatory and First-Year classes. The fifth floor of the second building at the Faculty of Science was allocated during 1996/1997 for laboratories. In addition, the first building at Demerdash (formerly the Nursing School) was designated for practical classes and clinics for the other academic years, while theoretical lectures were held in the auditoriums of the Faculties of Medicine and Nursing.

The first graduating class was in 2000. The permanent building was inaugurated in 2009. The Faculty was awarded the Accreditation Certificate in Education Quality in January 2015.

Faculty Vision

“The Faculty of Dentistry, Ain Shams University aspires to become an academic and research center of excellence at the regional and international levels.”

Faculty Mission

“The Faculty of Dentistry, Ain Shams University is committed to graduate a highly-qualified dentist who is dedicated to human values and professional ethics, with cognitive and professional skills, capable of competing locally and regionally. In addition, the Faculty strives to have a leading role in clinical and academic research, and to provide community-service that meets the national needs.”

First: Foundations for Preparing the Strategy

• The strategic plan of the Faculty and the University: to achieve the vision, mission, and educational objectives of the Faculty.

• Adopted and accredited academic standards:

  • (NARS): The Faculty has adopted the National Academic Reference Standards for the Dentistry sector as the benchmark for its undergraduate program. Based on these, programs and courses are described and methods of teaching and learning are developed.

  • (ARS): For postgraduate programs, departments adopt the Academic Reference Standards according to the National Authority for Quality Assurance and Accreditation of Education (NAQAAE). Based on these standards, matrices, program, and course specifications are developed.

• Approved program and course specifications from previous years.

• Practical input from faculty members and teaching assistants.

Second: Faculty Policies in Teaching and Learning

• Applying the National Academic Reference Standards.

• Reviewing programs and courses through internal and external evaluation.

• Continuous evaluation of the educational process, considering the results of periodic reviews, and integrating modern technologies in diagnosis and treatment.

• Focusing on students as the most important outcome of the educational process.

• Encouraging high-achieving students and supporting academically struggling students.

• Recruiting faculty members and meeting benchmark ratios.

• Providing and maintaining all teaching and learning facilities.

• Equipping clinics and modern devices to effectively support field training programs.

• Supporting self-learning.

• Integrating policies with those of scientific research, community service, and environmental development.

Third: Faculty Strategic Objectives

1. Develop the Faculty’s programs and introduce innovative multidisciplinary programs that align with labor market requirements and meet NAQAAE standards.

2. Enhance teaching, learning, and assessment strategies to achieve the Intended Learning Outcomes (ILOs) of academic programs, consistent with the Faculty’s mission and goals.

3. Improve student support programs and activities to provide an environment that fosters comprehensive student development.

4. Activate the Faculty’s role in alumni follow-up and preparing them for the labor market in line with quality and accreditation standards.

5. Update the Faculty’s research plan according to societal priorities and scientific advancements, aligned with the University’s research strategy.

6. Maximize the Faculty’s research output to achieve distinguished status locally and regionally.

7. Introduce distinguished postgraduate programs that meet national quality standards and labor market needs.

8. Develop the Faculty’s research infrastructure.

9. Enhance the Faculty’s community service and environmental development activities.

10. Strengthen community participation in supporting educational, research, and service activities.

11. Develop the Faculty’s human resources.

12. Increase the Faculty’s financial and material resources.

Fourth: Teaching and Learning Strategies

Teaching and learning strategies are designed as sequential, flexible, and inclusive procedural steps that consider the nature of students. They should be simple, facilitate knowledge delivery, and reflect the reality of what occurs inside classrooms and clinics, utilizing available resources to achieve the targeted learning outcomes.

Educational Objectives:

1. Encourage students to express their opinions.

2. Train students to think logically.

3. Develop the ability to explain the solutions they reach.

4. Encourage students to produce multiple and diverse solutions.

5. Motivate students to independently arrive at generalizations, theories, rules, and principles through discovery.

6. Diversify teaching methods to achieve the desired objectives.

7. Promote brainstorming techniques to discuss open-ended questions.

8. Encourage cooperative learning to enhance students’ ability to generate new and varied solutions, make judgments, and provide reasoning.

9. Train students to build upon and develop others’ ideas.

10. Foster enjoyment and self-confidence in practicing innovative thinking.

11. Emphasize self-learning and discovery learning.

12. Employ problem-solving creatively across the curriculum, using real-life professional problems.

13. Increase academic achievement through innovative activities.

14. Discuss the quality of ideas and proposed solutions during classes.

👉 For the Faculty of Dentistry, Ain Shams University Teaching, Learning, and Assessment Strategy:

Teaching, Learning, and Assessment Strategy – Faculty of Dentistry, Ain Shams University.