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المستخلص Tests are one of the important means upon which to measuring and evaluating the capabilities of students from different levels of study, depend they can detect the elements of success and diagnose the strengths and weaknesses of the students in order to improve and develop their skills. is why tests have occupied a large space in the psychological and educational research. Because psychological testing movement , the psychologists are interested in achieving the validity the tests and standard their persistence to achieve the highest degree of objectivity when they ues these tools in the measurement process. It play a fundamental role in the life of the learner and the more learner makes progress in the years of the study tests gained importance more often become the only principle means in the evaluation of the progress of the learner, in addition they are considerd organized means determine the amount of knowledge gained by the learner (Ragaa Mahmoud, 1987: 111) . Therefore, the psychological and educational measurement are considered important fields in psychology because of their significant role in the possibility of measuring the behavioral phenomena such as the academic achievement the capabilities , the capacity and preparations and others because it offered the foundations and principles by which they can measure these phenomena. (Hagag Ghanem , 2007: 11) The Educational Measurement and Evaluation play a great role in developing the educational process by identifying the level of its performance and directing its paths in line with the objectives, therefore the development of the systems and methods of evaluation and examination receive great interest by the researchers, whether in the developed countries or developing countries, depending on what is confirmed by the contemporary educational and psychological researchs where they assert the critical importance of evaluations the methods of in the achievement of the desired objectives (Mimi Elsaid ,2007: 2). The significant developments in the theories of the psychological and educational measurement and its models and applications at the last three decades affect clearly the process of developing the strategies of education and improving the measurement method its tools , and the methodologies and techniques of education. ( Salah El-dinn Allam , 1995 : 5) The Item banks are one of the modern styles to evaluate student performance , it one of applications used in the item response theory , which contribute in providing assistance to the institutions that are responsible for the educational process to enable them to make continuous assessment for the students they providing them with sets of minute objective questions that are already calibrated and accurated and make sure of their safety and ease of application to measure specific educational objectives (Mahmoud Ahmed Omar et al., 2010: 449). The Research Problem : This problem of the research can be summarized in the following questions: 1-What is item difficulty estimation of The Item Bank and its calibration by using Rasch model? 2-What is the persons ability estimation to every possible raw total score in Item Bank by using Rasch model? 3-To what extend a test is validity and reliability in its final form by using rasch model? The Aims of The Research : This research aims at the following points: 1-Recognising the psychometric properties of The Item Bank through a sample of a Third-Year students in the Department of Psychology , Faculty of Arts, South Valley university sample by using the classical test theory. 2-Estimating item difficulty of The mental ability test and its calibration by using Rasch model. 3-Estimating the capability of the persons to every possible raw total score in a mental ability test by using Rasch model. 4-Recognising the test validity and reliability in its new form after the calibration by using Rasch model. 5- Measuring the students educational achievement in an objective way by Appling the modern theory that treat the disadvantages of the traditional theory, therefor it is important to change the questions the traditional examination system to over come clouded shortcomings. 6- Change the attitude of the students towards the school courses and the question in the exam which are considered as some traditional question that lack objectivity and try to convert them into objective question based upon the independence of the items used in the sample . 7- Come up with recommendations which enable us to use of Rasch model in the construction of the some practical tests in other school courses. The importance of the study: 1- Providing a Item bank in the course of psychological measurement because it characterized by objectivity and rationing . in addition to , it is important to change the system of the question in the exam from being just questions that lack objectivity to other ones that are characterized by objectivity on the process of measurement to be able to measure the academic achievement. 2- Use Rasch model in the construction of the item Bank provided by the current study to achieve objectivity in the measurement and Rasch model is one of models used in the item Response Theory , which overcomes many of the disadvantages faced by the classical theory therefore Rasch Model is an important factor model in the construction or preparation of tests to measure and evaluate the academic achievement of the students. 3- Using the result of the Students in the exam to apply in on other school courses to reconsider and evaluated this course this helps to identify the difficulties faced by the students in this course and try to overcome and treat by the specialist professors. 4- Using Rasch model in measurement achieves objectivity in estimating both the difficulty of the item and the ability of the individual and making sure that it is not affected by changing the vocabulary used. This means that measuring is stable and is not influenced by using a different measurement tool, in ther wards , it reflects the independence of the individual’s capacity form the vocabulary used in the item bank. 5- using this study will help to identify the level of the academic achievement of the students to observe the progress of the educational process. Hypotheses of the research : 1-Differentiate the item difficulty estimation of the mental ability and its calibration by using rasch model. 2-Differentiate the person ability estimation to every possible raw total score in the mental ability test by using rasch model. 3-Achieving validity and reliability to the test in its final form by using rasch model. The limits of the study : The sample : The final sample included (192 ) third- year student in department psychology Faculty of Arts , South Vaally University , at the end of the academic year (2014- 2015), their age range from 20-22 years old at the average of 21, 05 . The tool : The researcher used Item Bank which is consisted of three Test of the multiple choice test.( the first consists of 31 item , the second consists of 31 item , wherase the third consists of 30 item ) The Procedures : 1-The researcher uses the computer program ’’ Exel ’’ to check the modulus of discrimination and the difficulty , and the effectiveness of dispersants . 2- The researcher uses the computer program ’’ SPSS ’’ in correct answered . 3-the researcher uses the computer program ’’ Winsteps ’’ to calibrate the difficulty and estimate the capabilities of the individuals by using Rasch Model The results : Can be summarized as follows: 1- Discrimination coefficient with the total score in the test between ( 0,26 – 0,71 ) by using the classical test theory. 2- Difficult coefficient with the total score in the test between (50%-70% ) by using the classical test theory. 3- The Item Bank contains a high score of validity and reliability by using the classical test theory. 4-There were not perfect or zero data. 5-All Persons were fit rasch model. 6-Item difficulty was between ( 36.26 ) to ( 59.95 ) by using rasch model. 7-Person ability to every possible raw score in the test are between ( 4.22 ) to ( 95.69 ) by using rasch model. 8-All test items were fit rasch model. 9-All the test items had the ability to discriminate persons. 10-Item difficulty reliability rose to ( 0.87 ) and persons’ ability reliability rose to ( 0.91 ) by using rasch model. |