الثبات في الاختبارات محكية المرجع في الرياضيات للصف العاشر حسب النظرية الكلاسيكية و نظرية استجابة الفقرة حسب النموذج ثنائي المعلم : دراسة مقارنة

العناوين الأخرى

The reliability in the criterion-referenced tests of math for the tenth grade according to the classical theory, and the item response theory according to the tow-parameter logistical model : a comparative study

مقدم أطروحة جامعية

القطاونة، آلاء خالد

مشرف أطروحة جامعية

النجار، نبيل جمعة صالح

أعضاء اللجنة

الهياجنة، وليد سليمان يوسف
الطراونة، أحمد عبد الله جعفر
الصرايرة، راجي عوض مسلم

الجامعة

جامعة مؤتة

الكلية

كلية العلوم التربوية

القسم الأكاديمي

قسم علم النفس

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2015

الملخص الإنجليزي

This study aimed to compare between the reliability in the criterionreferenced tests of math For the tenth grade according to the classical theory, and the item response theory according to the tow-parameter logistical model(2PLM), and for achieving this comparison a criterion-referenced test has been made for the mathmatics in the first semester(2014/2015).

which consist of (30) paragraph.

the study included the tenth grade students of AL-Karak directorate schools, and they are (1774) male and female students, and The study sample were(531)student choosen by Random way.

And after analyzing the data, the rsults found that the calculated reliability coefficients which was calculated in accordance with the classical theory (livingstone coefficient, subkoviak coefficient of agreement, and cooder richardson coefficient20(KR 20)), is statistically significant.

And the sample reliability coefficient gives a higher reliability than: the Items reliability coefficient, and the Empirical reliability coefficient.

and when we compare the calculated reliability coefficients (in accordance with the Classical theory) with (the calculated reliability coefficient (in accordance with The Item Response theory (the Tow-Parameter Logistic Model in this study)) then the Livingstone Stability coefficient showed a higher reliability than: The Empirical Reliability coefficient, and The Items Reliability coefficient, but it was less than The Sample Reliability Coefficient.and after analyzing the data, we found that the calculated reliability coefficients (which was calculated in accordance with the classical theory (livingstone coefficient, subkoviak coefficient of agreement, and cooder richardson coefficient of 20 (KR 20)), gave a convergent results.

And the sample reliability coefficient gives a higher reliability than: the Items reliability coefficient, and the Empirical reliability coefficient.

and when we compare the calculated reliability coefficients in accordance with the Classical theory with the calculated reliability coefficient in accordance with The Item Response theory (the Tow-Parameter Logistic Model) in this study) then the Livingstone Stability coefficient showed a higher reliability than: The Empirical Reliability coefficient, and The Items Reliability coefficient, but it was less than The Sample Reliability Coefficient.

التخصصات الرئيسية

الرياضيات
العلوم التربوية
علم النفس

الموضوعات

• طرق التدريس
• علم النفس التربوي
• الامتحانات
• الاختبارات و القياسات التعليمية
• الرياضيات
• الكرك

عدد الصفحات

102

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

العربية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-677289