تطوير مقياس لحكمة الاختبار ومطابقة فقراته مع نموذج اندريش
Abstract
ملخص
هدفت الدراسة إلى تطوير مقياس لحكمة الاختبار ومطابقة فقراته مع نموذج اندريش، تكونت عينة الدراسة من (2387) طالباً وطالبةً من طلبة الجامعات الأردنية، تم إتباع مجموعة من الإجراءات لإخراج المقياس بصورته النهائية، تم التحقق من مطابقة استجابات عينة الدراسة لافتراضات نموذج اندريش، ومطابقة فقرات المقياس لافتراضات نموذج اندريش، وتم التحقق أيضاً من افتراضات نظرية الاستجابة للفقرة لفقرات المقياس، وتكون المقياس في صورته النهائية من (59) فقرة، وأظهرت النتائج دلالات صدق وثبات مقبولة للمقياس.
Developing a scale of Test Wiseness and its Fitness to Andrich Model
Sabri Hasan Al-Tarawneh
Abstract
The study aimed at developing a scale of test wiseness and its fitness to Andrich Model. The study sample consisted of (2387) students from Jordanian universities. Several procedures were followed to produce the final scale. The responses of the study sample to the fitness to Andrich model were verified. In addition to the scale’s items fitness to Andrich model, the assumptions of item response theory to the scales items were verified. The final scale consisted of (59) item. The results showed acceptable indications of validity and stability.
Keywords
Full Text:
PDF (العربية)References
Abu Grad, H. (2015). Using Andrich Model in Constructing the Scale of the Attitudes of Faculty Staff Members Towards Students’ Evaluation of Educational Practices at University Level, Journal of AL-Quds open University for Educational and Psychological and Studies, 4(15),13-44.
Abdel Wahab, M. (2007). The Effect of a Training Program of Test Wiseness Skill on the Achievement Performance and Test Anxiety among a sample of MInia Students Faculty Education. Unpublished Master Thesis, Minia University, Egypt.
Al-Trawneh, S. (2016). Developing a scale of resistance of temptation Students of Jordanian universities using Andrich model in latent traits theory. Journal of Mutah Lil-Buhuth Wad-Dirasat, 1 (4), 297-320.
Andrich, D. (1978). A rating formulation for ordered response categories. Psychometrika, 43 (4), 561-73.
Embretson, S. & Reiase, S. (2000). Item Response Theory for Psychologists. New jersey: Lawrence Erlbaum Associates.
Famularo, L. (2007). The Effect of Response Format and Test Taking Strategies on Item Difficulty: A Comparison of Stem-Equivalent Multiple-Choice and Constructed-Response Test Items. Unpublished doctoral dissertation, Boston College, UMI No. 3283877.
Haladyna, M., Downing. M. & Rodriguez, C. (2002): A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment. Applied Measurement in Education, 15(3), 309–334.
Hambleton, R. & Swaminathan, H. (1985). Item Response Theory: Principles and Applications, Boston, Kluwer: Nijhoff Publishing.
Hamadnh, I. (2011). The use of University Students of Test wiseness Strategies. Journal of Al-Manara,17(1),391-312.
Hammad, D. (2010). Relationship between test-wiseness and performance outcomes using a multiple-choice achievement test constructed according to Rasch model and applied to female students at the College of Education (literary sections) in Umm Al-Qura University, Unpublished doctoral dissertation, Umm Al-Qura University.
Linacre, J. & Wright, B (2006). A user guide to Bigsteps (Rasch: Model Computer Program), Retrieved from www.winsteps.com.
Mohamed, A, Gregory, P, & Austin, Z. (2006). Test wiseness among International Pharmacy Graduates and Canadian Senior Pharmacy Students. American Journal of Pharmaceutical Education, 70(6),131-146.
Nguyen, D. (2003). Constructing a New Theoretical Framework for Test Wiseness and Developing the Knowledge of Test-Taking Strategies (KOTTS) Measure. Unpublished master thesis, Michigan State University, UMI No. 1416088.
Nitko, J. (2001). Educational Assessment of Students. New York: Merrill Prentice Hall.
Onder, I. (2007). An Investigation of Goodness of Model Data Fit Model Veri Uyumunun Araştirilmasi, Hacettepe Universities Egitim Fakultesi Dergisi. (32)P210-220.
Orth, J. (1995). The Effect of Test-Taking Strategies for Multiple-Choice Tests. Unpublished doctoral dissertation, University of Pittsburgh, UMI No. 9614214
Oudeh, A .(1989). The effect of teaching guessing strategy on the university acquisition for of test wiseness- experimental study, Yarmouk Research: series of human and social sciences.6(22),123-138.
Peng, Y. (2005). Test Preparation Strategies and Test Taking Strategies Use in Chinese High School Students. Unpublished doctoral dissertation, University of Nevada, Las Vegas, UMI No. 1435632.
Rogers, T. & Bateson, J. (1991). The influence of test-wiseness on performance of high school seniors on school leaving examinations. Applied Measurement in Education, 4 (2) ,159 – 183.
Rogers, T. & Harley, D. (1999). Empirical Comparison of Three and Four- Choice Items and Tests: Susceptibility to Test wiseness and Internal Consistency Reliability. Educational and Psychological Measurement, 59(2), 216-234.
Rogers, T. & Yang, P. (1996). Test - wiseness: Its nature and application. European Journal of Psychological Assessment, 12(3), 247-259.
Roznowski, M. & Bassett J. (1992). Training Test-wiseness and Flawed Item Types. Applied Measurement in Education, 5(1), 14-35.
Sarnacki, S. (1979). An examination of Test wiseness in the cognitive domain. Review of Educational research. 49(2),252-279.
Shaher, S. (2014). The tes twiseness among Tabouk University students in light of variables of specialization, the cumulative rate and academic level. Journal of Educational and Psychological Science,15(2),245-273.
Susan. E. & Steven, P. (2000). Item Response Theory for Psychologists, London, Lawrence Erlbaum Associates, publishers Mahwah, New Jersey.
Wenden, A. (1991). Learner Strategies for Learner Autonomy. Englewood Cliffs. NJ: Prentice-Hall.
DOI: http://dx.doi.org/10.35682/721
Published by
MUTAH UNIVERSITY