Administrative Decision No. 35/052/146967 dated 06/24/1435 -24/04/2014 to establish a "Measurement and Evaluation Unit" at Tabuk University came as a translation of the university administration's desire to develop and improve the quality of the educational-learning outputs, and based on its conviction in the role of evaluation in Achieving the university's mission based on quality, and its Excellence and Superiority-based vision. It is (i.e., the calendar) the engine of the educational process. It stems from goals based on the scientific diagnosis of strengths and weaknesses, with the aim of improvement and development based on commitment to evaluation ethics, and on the representation of the evaluation culture, to move the university's inputs, processes and outputs related to teaching, research and community service from accreditation to quality, distinction and stardom.
The evaluation in education has a specificity represented by the constant questioning (as a methodology of thinking) about the validity of the information provided by the measuring and evaluation tools. Therefore, those involved in the university educational process are keen to provide indicators of the truthfulness of information and the multiplicity of its sources that lead to development based on scientific research, issuance of judgments and informed decision-making, based on the conviction that bad evaluation is worse than lack of evaluation. Bad evaluation is worse than no evaluation at all. . Evaluation is an important approach to linking research and university teaching, and that a good and comprehensive evaluation provides indicators of the quantitative and qualitative picture of the university in general, and of the two main components (student and faculty member) in particular.
Just as there is a diversity in the characteristics of students, and the university is keen to evaluate their preparations, abilities and achievement before their entry and after their graduation, we expect that there will be a diversity of the characteristics of faculty members and their specialized, research and educational capabilities, and that time experience alone does not guarantee the quantitative and qualitative growth of their competencies, skills and university work requirements in a changing world It (the university) believes that an outstanding faculty member is not easily available, and therefore it is also keen on the multilateral evaluation of the roles of the faculty member, including self-evaluation and evaluation with the participation of students.
As for the student, he graduates from the university with university documents that are dominated by the quantitative nature of a basic variable, which is academic achievement, which is the outcome of a continuous evaluation process, determined by the efforts and roles of many of the participants in the educational-learning process, and the most prominent of which is the input from the students and the basis for admission, and the faculty members with their capabilities And their roles in planning, implementing and evaluating courses, and the characteristics, methods and quantitative and qualitative evaluation tools they require to achieve the objectives of the course; Therefore, the university is also keen on realistic and objective evaluation of educational - learning outcomes.
From this perception, the measurement and evaluation unit, with its various departments, set out from a realistic message, an insightful vision, noble values, and ambitious comprehensive goals, within the framework of a procedural definition of each goal under the umbrella of university measurement and evaluation.