أثر وضوح مخرجات التعلم المستهدفة وطرق ومعايير التقييم على مداخل تعلم الطلاب وأدائهم الأکاديمي ودقة معايرتهم له ومدى رضاهم عن المقرر

  Student learning approaches are among the most important factors that determine the quality and mastery  of their learning ,Due to the correlation between student learning approaches and the learning context, the present study aimed to study the effect of (clarifying each of the Intended learning outcomes, methods, strategies,and criteria for evaluation before teaching scientific content) on students learning approaches, their academic performance, the accuracy of their calibration and the extent of their satisfaction with the course.
    The list of learning approaches was applied after verifying its validity on a sample of (50) students from the second year students of the Psychology Division at the Faculty of Education at Damanhur University divided into two equal groups,  after that two units of the experimental psychology course was taught for each of the experimental and the control group, but with the application of the experimental treatment to the experimental group only; The list of learning approaches was applied with the achievement test -that includes a question to measure calibration accuracy of performance- after each unit on both the experimental and control groups, and Finally a course evaluation form was applied on them .
    The results indicate that  clarifying the context , Intended learning outcomes and and requirements for evaluation before the teaching has had a positive effect on student learning approaches as it improves the deep and strategic learning approach and reduces the surface learning approach, especially if the learning outcomes include higher levels of thinking and the evaluation process requires high standards in grading ;and this context affected positively on both of the performance- when it measure by a comprehensive test include all cognitive levels-, calibration accuracy of performance and Students' satisfaction with the studied course.in addition each of the students ’performance and their calibration accuracy differed according to the difference in their preferred learning approach  those with the deep approach were the best.
   A set of recommendations and some suggested research ideas were presented.