Most instructors consider assessing students' learning outcomes to be the most complex part of teaching. They often face questions such as: What types of questions should I design to better assess students' learning? Has the time-consuming and tedious process of grading exams been conducted properly? Do the students truly deserve the grades they received?
Keywords: teaching_learning, engineering_education, learning_assessment, exam_administration, grading, University_of_Tehran, UNESCO_chair, Hossein_Memarian.
