By Zayed Alzyoud
Edited by Suha Alsubaih
The Center for Excellence in Learning and Teaching at the University of Jordan (UJ) held a series of specialised training workshops on Wednesday, targeting faculty and administrative staff from various schools across the university.
The first workshop, titled “Language Proficiency in Official Correspondence: Theory and Practice,” was delivered by Prof. Sumaya Al-Shawabkeh, Professor of Modern Arabic Literature and Criticism at the School of Arts. The session explored the importance of precision and professionalism in official administrative language, emphasising its role as a reflection of the institution’s identity and credibility.
Al-Shawabkeh highlighted the need for accurate orthographic practices, addressing issues such as the correct use of hamza, spelling additions and omissions, distinctions between alif and soft alif, and the differences among tied taa, open taa, and haa. She also discussed common spelling issues in administrative writing and provided practical solutions to recurring errors.
To enhance participants’ linguistic awareness, she presented real-life examples of language mistakes found in official documents and public advertisements, offering applied analysis of administrative memos, directives, and internal correspondence.
The second workshop, titled “Student Assessment,” was presented by Prof. Bader Y. Obeidat from the School of Business. It explored fundamental principles of student assessment, including its general purpose, types, tools, and design strategies. He highlighted essential questions regarding the goals of academic evaluation and clarified the slight differences between measurement, evaluation, and assessment, as well as their connections to learning outcomes and academic achievement.
Obeidat emphasised that effective assessment should be grounded in scientific tools and established educational models, such as Bloom’s Taxonomy and the Course Learning Outcomes (CLOs) Matrix. He called for the development of inclusive and equitable assessment tools that respect learners’ diverse needs and abilities.
In the third workshop, titled “Teaching Methodologies,” Obeidat introduced key pedagogical concepts, types and classifications of instructional methods, and practical strategies for their application. He also critically examined current teaching practices and suggested pathways for enhancement and innovation.
The three workshops featured dynamic engagement and meaningful dialogue, reflecting the participants’ commitment to improving their academic and professional practices through evidence-based strategies.