The researchers examined the extent of implementation of the effective classroom management components by teaching stuff of vocational education at Al- Huson University College, Al-Balq'a' Applied University, Jordan from the perspective of vocational education students’ (bachelor degree). To achieve the objectives of the study the researchers used a questionnaire which has the necessary components, it was prepared by the researchers in the light of studies and scientific literature related to the subjects of the study.

The purpose of this study was to identify the opinions of vocational education students’ at Al- Huson University College, Al-Balq'a' Applied University. It also showed how effective classroom management components are applied by the teaching staff of Al Huson University College, and to determine the influence of some other factors like (gender ,academic year level, specialization , practical subject), on this evaluation.

The sample of the study consisted of (152) students from all vocational education students at Al Huson University College that are registered in the first semester of the academic year 2010/2011.

The questionnaire consists of ( 34 ) items  used to collect the data which were analyzed by using SPSS program so as to compute the means , standard deviation and t- test.

The study showed that the scale items got positive evaluation from all the students. And there are no statistically significant differences between students due to gender or academic year.

<p>This study aimed to evaluate chemistry questions from the General Secondary Examination<br />in Jordan (Altawjihi) for the years 2010 – 2015. Criteria for evaluation included type of<br />questions (objective vs. essay), inclusion of Bloom's Taxonomy of Cognitive Domain, and<br />the availability of chemistry processes. This study was accomplished by following the style<br />of content analysis that considers the sub-question as the unit of analysis and then determines<br />which standards are included in the questions. The number of questions that were analyzed<br />reached to 540 sub-questions. The researcher used frequencies, percentages, chi-square<br />distribution, and Holsti's method in the statistical treatment to calculate the stability of the<br />question analysis. The results exhibited the domination of objective questions over essay<br />questions and questions of completion. Objective questions dominated the findings (57.6%).<br />Essay questions were second most frequently used (36.7%), with completion questions used<br />least frequently (5.7%). Questions that measure lower cognitive levels also outperformed the<br />other types, reaching 85.7%. However, the questions that measure higher cognitive levels (as<br />based on Bloom’s Taxonomy of the Cognitive Domain— analysis, synthesis, and evaluation)<br />were only sparingly used, at 7.8%, 3.0%, and 3.5%, respectively. Chemical calculation and<br />recognition occupied center stage in the educational processes for achieving chemical<br />knowledge and chemical expression, whereas the assumption process has been used almost<br />not at all (0.5%).</p>