تأثير طول و زمن الاختبار على الخصائص السيكو مترية للاختبار و على مستوى الأداء من كما يراها الأساتذة الجامعيين

الملخص EN

In this study, the psychometric characteristics of the test were defined and the effect of the length and time of the test on them was studied, as well as the effect of the performance level of students from the teachers' point of view.

The university professors' point of view, test performance strategies, the difference in length and time of the test, the level of students' performance from the university professors' point of view.

This questionnaire was relied upon to obtain data to complete the scientific aspect of the study.

Among the most important findings of the study:  The vast majority of university professors agreed that it is not easy for all students to get high marks in their exams, and this is logical as there is a disparity in the effort exerted by students.

 Many university professors see that the students do not have a strategy for planning and organizing the answer time, as this is evident in their agreement that the students do not take into account the organization of the answer time, especially the essay ones, as they need time as they are construction questions, and many students do not calculate the time The appropriate answer to each question according to its importance.

 The majority of university professors see that the increase or decrease in the length of the test is an influential and important factor on the level of students' performance, and also that the limitation of the test time is one of the factors that determine the possible increase in the length of the test, as it is not possible, for example, to put 100 questions and the test time is less than 100 minutes on the On the other hand, an excessive increase in the length of the test may increase the feeling of boredom and fatigue in the student.

 There are statistically significant differences in the students' scores from the university professors' point of view in the test due to the difference in the degree of their use of test performance strategies at the significance level (0.05), meaning that the more students know about test performance strategies, the better their scores will be, as test performance strategies give the student tools A process before, during and after the test, and helps him to increase his self-confidence and raise his grade point average.