الحكمة الاختبارية لدى طلاب الصف الأول الثانوي في الأردن

Abstract EN

The present study aimed to know the level of test Wiseness skills among first-grade secondary students in Jordan, to reveal the significance of the interaction between gender and specialization on students 'test scores on the test Wiseness (dimensions and overall score), and to identify the significance of the differences between the four different groups resulting from the interaction of intelligence and achievement And knowing the relationship between students' grades on the test test Wiseness scale and their scores in academic achievement.

The study followed the descriptive approach.

The study tools were applied on a sample of (1000) male and female students from all the first year secondary school students in Jordan.

The results of the study found that there are differences in all dimensions in favor of the actual average in the dimensions of smart guessing, controlling test anxiety and taking into account the controls of testing, organizing, reviewing and the overall score, which means that the sample members are higher than the average in these dimensions and in the overall score, while the differences came in the direction of the hypothetical average.

For the dimensions of time use and dealing with the answer sheet and the logical conclusion, which means that the sample members are less than the average in these dimensions, and the level of students 'ability to test Wiseness skills was (67.56% ).

The results also indicated that there is no difference between gender and specialization or the interaction of gender and specialization in Experimental wisdom, and there is no difference between intelligence and achievement or the interaction of intelligence and achievement in test Wiseness, and finally, the ence of a relationship between the dimensions of the test wisdom scale and achievement among first-grade secondary students in Jordan.