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Register a new userEfficiency Using Contrasting Groups Method at Determining of Cut-Off Score of The Criterion-referenced Test
فاعية استخدام طريقة المجموعات المتناقضة في تحديد درجة القطع لاختبار محكي المرجع
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زياد عبد الحسيب الخولي( باحث )
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تهدف الدراسة إلى تحديد درجة القطع لاختبار محكي المرجع يقيس تمكن تلاميذ الصف الخامس في مدينة حمص من حل المشكلات اللفظية التي تتطلب إجراء عملية القسمة و ما يلزمها من عمليات حسابية أخرى، باستخدام طريقة المجموعات المتناقضة، و التأكد من فاعليتها في التقليل من أخطاء التصنيف مقارنة مع متوسط أداء أفراد عينة المتعلمين التي بلغ حجمها 400 / تلميذا و تلميذة. و لقد توصلت الدراسة إلى أن أخطاء التصنيف الناتجة عن درجة القطع / 74 / التي تم تحديدها بطريقة المجموعات المتناقضة، أقل من أخطاء التصنيف الناتجة عن درجة المتوسط 66 / مما يدل على فاعلية الطريقة المستخدمة، و انتهت الدراسة إلى بعض التوصيات.
This study aims at determining of cut-off score of the criterionreferenced test that measures the fifth primary grades ability to solve verbal problems that require carrying out division and other calculations in homs by using contrasting groups method and making sure of it efficiency of Lessing from the classification errors comparative with the sample mean with the volume /400/ male and female pupil. The study concluded that the classification errors yielded by the cut-off score identified by contrasting groups method /74/ were less than the sample mean /66/ of which to point out efficiency the used method at this study.
References used
Buckendahl, C.W. & Smith, R.W. & Impara, J.C. & Plake, B.S. (2000):-A Comparison Of Angoff And Bookmark Standard Setting -Methods, Paper Presented At The Annual Meeting Of The Mid–Western-Educational Research Association In Chicago: IL, pp.1- 11
Dale, G.T. (1995): Classroom Testing For Teacher Who Hat Testing Criterion–Referenced Test, Construction And Evaluation -Reports-Research, Technical (143) Us Department Of Education Office Of Educational Research And Improvement, -Washington: pp. 1-20
Glaser, R. (1963): Instructional Technology And The Measurement Of Learning Outcomes :Some Questions, American Psychologist, No. 18, pp. 519-521
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