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

Other Title(s)

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

Dissertant

القطاونة، آلاء خالد

Thesis advisor

النجار، نبيل جمعة صالح

Comitee Members

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

University

Mutah University

Faculty

Faculty of Educational Sciences

Department

Department of Psychology

University Country

Jordan

Degree

Master

Degree Date

2015

English Abstract

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.

Main Subjects

Mathematics
Educational Sciences
Psychology

Topics

• Teaching methods
• Educational Psychology
• Examinations
• Educational tests and measurements
• Mathematics
• Karak

No. of Pages

102

Table of Contents

• APA
• MLA
• AMA

Language

Arabic

Data Type

Arab Theses

Record ID

BIM-677289