‫اﻟﻤﺘﺨﺼﺼﺔ‬ ‫ﻟﻠﺪراﺳﺎت‬ ‫اﻟﻤﺼﺮﻳﺔ‬ ‫اﻟﻤﺠﻠﺔ‬ -‫اﻟﻌﺪد‬ ) ١٩ ( ‫ﻣﺎرس‬ ٢٠١٨


--- ٣ ١١ ١٤ ٢ ‫ﻣﻌﺮﻓﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ٧ --- --- ٧ ٣ ‫ﺗﺨﻄﻴﻄﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ٤ ٤ --- ٨ ٤ ‫ﺗﻨﻈﻴﻤﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ٣ ٥ --- ٨ ٥ ‫ﻣﻬﻨﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ٣ ٥ --- ٨ ٦ ‫ﺗﻘﻨﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ٣ ٤ --- ٧ ٧ ‫ﺗﻘﻮﻳﻤﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ٣ ٤ ١ ٨ ‫اﻟﻤﺠﻤﻮع‬ ٢٣ ٢٥ ١٢ ٦٠
‫اﻷﺳﺌﻠﺔ‬ ‫ﺷﺨﺼﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ٢ ٢ - ٤ ٨ % ٤ ‫ﻣﻌﺮﻓﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ٥ ٢ - ٧ ١٤ % ٧ ‫ﺗﺨﻄﻴﻄﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ٣ ٢ ٣ ٨ ١٦ % ٨ ‫ﺗﻨﻈﻴﻤﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ١ - ٧ ٨ ١٦ % ٨ ‫ﻣﻬﻨﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ٣ ١ ٤ ٨ ١٦ % ٨ ‫ﺗﻘﻨﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ٣ ٣ ١ ٧ ١٤ % ٧ ‫ﺗﻘﻮﻳﻤﻴﺔ‬ ‫ﻛﻔﺎﻳﺎت‬ ١ ٤ ٣ ٨ ١٦ % ٨ ‫اﻟﻤﺠﻤﻮع‬ ١٨ ١٤ ١٨ ٥٠ ١٠٠ % ٥٠ ‫ﻟﻸﻫﺪاف‬ ‫اﻟﻨﺴﺒﻲ‬ ‫اﻟﻮزن‬ ٣٦ % ٢٨ % ٣٦ % ١٠٠ % - ١ - ٣ . ‫ﺍ‬ ‫ﻟﻼﺨﺘﺒﺎﺭ‬



  ‫ﻭﺍﻀـﺤﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ،‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺘﻌﻠﻴﻤﺎﺕ‬ ‫ﺘﻭﻓﻴﺭ‬ ‫ﻤﺭﺍﻋﺎﺓ‬ ‫ﻭﺘﻡ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬ ‫ﺍﺸﺘﻤﻠﺕ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ،‬ ‫ﻟﺒﻁﺎﻗﺔ‬ ‫ﺍﻷﻭﻟﻰ‬ ‫ﺍﻟﺼﻔﺤﺔ‬ ‫ﻓﻲ‬ ‫ﻭﻤﺤﺩﺩﺓ‬ ‫ﻋﻠـﻰ‬ ‫ﻭﺍﻟﺘﻌـﺭﻑ‬ ‫ﺍﻟﻤﻼﺤﻅـﺔ‬ ‫ﻟﺒﻁﺎﻗـﺔ‬ ‫ﺍﻟﻤﺤﺘﻭﻴﺎﺕ‬ ‫ﻗﺭﺍﺀﺓ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻼﺤﻅ‬ ‫ﺘﻭﺠﻴﻪ‬ ‫ﺍﺤﺘ‬ ‫ﺠﻤﻴﻊ‬ ‫ﻭﺼﻑ‬ ‫ﻤﻊ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻟﻜل‬ ‫ﺍﻟﻜﻤﻲ‬ ‫ﻭﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺨﻴﺎﺭﺍﺕ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻤـﺎﻻﺕ‬ ‫ﺍﻻﺤﺘﻤﺎﻻﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻤﻥ‬ ‫ﺃﻱ‬ ‫ﺤﺩﻭﺙ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﺘﺼﺭﻑ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ،‬ . 


	‫ﺔ‬ ‫ﺑﺎﻟﻤﻤﻠﻜ‬ ‫ﻰ‬ ‫واﻟﻤﻬﻨ‬ ‫ﻰ‬ ‫اﻟﺘﻘﻨ‬ ‫اﻟﺘﺪرﻳﺐ‬ ‫ﺔ‬ ‫ﺑﺎﻟﻤﻤﻠﻜ‬ ‫ﻰ‬ ‫واﻟﻤﻬﻨ‬ ‫ﻰ‬ ‫اﻟﺘﻘﻨ‬ ‫اﻟﺘﺪرﻳﺐ‬ ‫ﺔ‬ ‫ﺑﺎﻟﻤﻤﻠﻜ‬ ‫ﻰ‬ ‫واﻟﻤﻬﻨ‬ ‫ﻰ‬ ‫اﻟﺘﻘﻨ‬ ‫اﻟﺘﺪرﻳﺐ‬ ‫ﺔ‬ ‫ﺑﺎﻟﻤﻤﻠﻜ‬ ‫ﻰ‬ ‫واﻟﻤﻬﻨ‬ ‫ﻰ‬ ‫اﻟﺘﻘﻨ‬ ‫اﻟﺘﺪرﻳﺐ‬	‫ﻣﺴﺆوﻟﻰ‬ ‫ﻛﻔﺎﻳﺎت‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﻣﺪﻣﺞ‬ ‫ﺗﺪرﻳﺒﻰ‬ ‫ﺑﺮﻧﺎﻣﺞ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫اﻟﺴﻌﻮدﻳﺔ‬ ‫اﻟﻌﺮﺑﻴﺔ‬ / ‫ا‬    ‫ﻣﺴﺆوﻟﻰ‬ ‫ﻛﻔﺎﻳﺎت‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﻣﺪﻣﺞ‬ ‫ﺗﺪرﻳﺒﻰ‬ ‫ﺑﺮﻧﺎﻣﺞ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫اﻟﺴﻌﻮدﻳﺔ‬ ‫اﻟﻌﺮﺑﻴﺔ‬ / ‫ا‬    ‫ﻣﺴﺆوﻟﻰ‬ ‫ﻛﻔﺎﻳﺎت‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﻣﺪﻣﺞ‬ ‫ﺗﺪرﻳﺒﻰ‬ ‫ﺑﺮﻧﺎﻣﺞ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫اﻟﺴﻌﻮدﻳﺔ‬ ‫اﻟﻌﺮﺑﻴﺔ‬ / ‫ﻣﺴﺆوﻟﻰ‬ ‫ﻛﻔﺎﻳﺎت‬ ‫ﻟﺘﻨﻤﻴﺔ‬ ‫ﻣﺪﻣﺞ‬ ‫ﺗﺪرﻳﺒﻰ‬ ‫ﺑﺮﻧﺎﻣﺞ‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ا‬    ‫اﻟﺴﻌﻮدﻳﺔ‬ ‫اﻟﻌﺮﺑﻴﺔ‬	‫ا‬ ‫ا‬ ‫ا‬
	‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﻟﺼﻭﺭﺓ‬ ‫ﻤـﻥ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺼﻭﺭﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻴﺘﻜﻭﻥ‬ : ‫ﻋﺭﺽ‬ ‫ﻭﺘﻡ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺇﺠﺎﺒﺘﻬﻡ‬ ‫ﻋﻨﺩ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﺘﺒﻌﺔ‬ ‫ﺒﺎﻟﺘﻌﻠﻴﻤﺎﺕ‬ ) ٥٠ ( ‫ﻤﺼـﺤﻭﺒﺔ‬ ‫ﻓﻘـﺭﺓ،‬ ‫ﺩﺭﺍﺴـﺔ‬ ‫ﻭﺒﻌﺩ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﺍﻟﺴﺎﺩﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺼﻭﺭﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺁﺭﺍﺀ‬ ‫ﻤﻌﻅﻡ‬ ‫ﻤﻭﺍﻓﻘﺔ‬ ‫ﺘﺒﻴﻥ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﺍﻟﺴﺎﺩﺓ‬ ‫ﺁﺭﺍﺀ‬ ‫ﺘﻔـﻭﻕ‬ ‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ٨٠ % ‫ﺍﻟﺘـﺩﺭﻴﺒﻲ‬ ‫ﺒـﺎﻟﻤﺤﺘﻭﻯ‬ ‫ﻭﺍﺭﺘﺒﺎﻁﻬـﺎ‬ ‫ﺼﻴﺎﻏﺘﻬﺎ،‬ ‫ﻭﺴﻼﻤﺔ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﻭﻀﻭﺡ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒـﺎﺤﺜﻭﻥ‬ ‫ﻗﺎﻡ‬ ‫ﻭﻗﺩ‬ ‫ﺃﺴﺌﻠﺔ،‬ ‫ﺤﺫﻑ‬ ‫ﺃﻭ‬ ‫ﺇﻀﺎﻓﺔ‬ ‫ﻭﻋﺩﻡ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻲ،‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﻭﺃﻫﺩﺍﻑ‬ ‫ﻟﻼﺴـﺘﺨﺩﺍﻡ‬ ‫ﺠﺎﻫﺯﺍ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻭﺃﺼﺒﺢ‬ ‫ﻭﺍﻟﻤﻼﺤﻅﺎﺕ،‬ ‫ﺍﻻﻗﺘﺭﺍﺤﺎﺕ‬ ‫ﺒﻌﺽ‬ ‫ﺒﺘﻌﺩﻴل‬ ‫ﺍﻻﺴﺘﻁﻼﻋﻴﺔ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻓﻲ‬ . ١ -٤ . ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻟﻼﺨﺘﺒﺎﺭ‬ ‫ﺍﻻﺴﺘﻁﻼﻋﻴﺔ‬ : ‫ﺍﻟﺨﻁﻭﺍﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻋﺩﺍﺩﻩ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺒﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﺒﺎﺤﺜﻭﻥ‬ ‫ﻗﺎﻡ‬ ‫ﻤﻥ‬ ‫ﻤﻜﻭﻨﺔ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺴﺘﻁﻼﻋﻴﺔ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻀﻤﻥ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ) ١٢ ( ‫ﻤﻥ‬ ‫ﺍﻟﺴﻌﻭﺩﻴﺔ‬ ‫ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ﺒﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻭﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻟﺘﻘﻨﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻤﺴﺅﻭﻟﻲ‬ ‫ﻤﻥ‬ ‫ﻤﺘﺩﺭﺒﻴﻥ‬ ‫ـﺙ،‬ ‫ﺍﻟﺒﺤـ‬ ‫ـﺔ‬ ‫ﻋﻴﻨـ‬ ‫ـﺭ‬ ‫ﻏﻴـ‬ ‫ـﺎﺭ‬ ‫ﺘـ‬ ‫ـﻥ‬ ‫ﻤـ‬ ‫ـﻙ‬ ‫ﺫﻟـ‬ ‫ـﺎﻥ‬ ‫ﻭﻜـ‬ ‫ﻴﺦ‬ ١٤ / ٠١ / ٢٠١٨ ‫ـﻰ‬ ‫ﺇﻟـ‬ ‫ﻡ‬ ٢٤ / ٠١ / ٢٠١٨ ‫ﻟﻠﺘﺩﺭﻴﺏ‬ ‫ﺍﻟﻌﺎﻤﺔ‬ ‫ﻟﻠﻤﺅﺴﺴﺔ‬ ‫ﺍﻟﺘﺎﺒﻊ‬ ‫ﻟﻠﺘﺩﺭﻴﺏ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﻤﻌﻬﺩ‬ ‫ﺒﻤﻘﺭ‬ ‫ﻡ‬ ‫ﻭﺍﻟﻤﻬﻨﻲ‬ ‫ﺍﻟﺘﻘﻨﻲ‬ . ١ -٥ . ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺯﻤﻥ‬ ‫ﺘﺤﺩﻴﺩ‬ : ‫ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﻁﺭﻴﻕ‬ ‫ﻋﻥ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺯﻤﻥ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺘﻡ‬ : ‫اﻟﻤﺘﺪرﺑﻴﻦ‬ ‫ﺟﻤﻴﻊ‬ ‫اﺳﺘﻐﺮﻗﻪ‬ ‫اﻟﺬي‬ ‫اﻟﺰﻣﻦ‬ ‫ﻣﺠﻤﻮع‬ ‫اﻻﺧﺘﺒﺎر‬ ‫زﻣﻦ‬ ‫ﻣﺘﻮﺳﻂ‬ = ‫ﻋﺪدﻫﻢ‬ ‫ﺍﺴﺘﻐﺭ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺠﺎﺒﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺘﺩﺭﺏ‬ ‫ﺃﺴﺭﻉ‬ ‫ﻕ‬ ٤٠ ‫ﺩﻗﻴﻘﺔ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻹﺠﺎﺒﺔ‬ ‫ﻓﻲ‬ ‫ﻤﺘﺩﺭﺏ‬ ‫ﺃﺒﻁﺄ‬ ‫ﺍﺴﺘﻐﺭﻕ‬ ‫ﺒﻴﻨﻤﺎ‬ ٧٥ ‫ﻭﺘـﻡ‬ ‫ﺩﻗﻴﻘﺔ،‬ ‫ﻭﻫﻭ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺯﻤﻥ‬ ‫ﻤﺘﻭﺴﻁ‬ ‫ﺤﺴﺎﺏ‬ ٦٠ ‫ﺩﻗﻴﻘﺔ‬ . ١ -٦ . ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ : ‫ﺍﻻﺴﺘﻘﺭﺍﺭ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ ‫ﻴﻬﺩﻑ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻟﻨﺴﺒﻲ‬ ‫ﻭﺃﻴﻀـﺎ‬ ‫ﺍﻟﻅﺭﻭﻑ،‬ ‫ﻨﻔﺱ‬ ‫ﻭﺘﺤﺕ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﻨﻔﺱ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻁﺒﻕ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺴـﺎﻟﻔﺔ‬ ‫ﺍﻻﺴـﺘﻁﻼﻋﻴﺔ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻋﻴﻨﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻋﻠﻰ‬ ‫ﺒﻨﺎﺀ‬ ‫ﻤﻥ‬ ‫ﻭﺍﻟﻤﻜﻭﻨﺔ‬ ‫ﺍﻟﺫﻜﺭ‬ ) ١٠ ( ‫ﻭﺘﺴـﺠﻴل‬ ‫ﻋﻠـﻴﻬﻡ‬ ‫ﺍﻻﺨﺘﺒـﺎﺭ‬ ‫ﺘﻁﺒﻴﻕ‬ ‫ﻭﺘﻡ‬ ‫ﻤﺘﺩﺭﺒﻴﻥ،‬ ‫ﻓﺭﺩﻴﺔ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻟﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﻨﺼﻔﻴﺔ‬ ‫ﺍﻟﺘﺠﺯﺌﺔ‬ ‫ﻁﺭﻴﻘﺔ‬ ‫ﻭﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﻨﺘﺎﺌﺠﻬﻡ،‬ ‫ﺒﺎﺴﺘﺨ‬ ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ ‫ﺘﻡ‬ ‫ﺯﻭﺠﻴﺔ‬ ‫ﻭﺃﺴﺌﻠﺔ‬ ‫ﻭﺒـﺭﺍﻭﻥ‬ ‫ﺴـﺒﻴﺭﻤﺎﻥ‬ ‫ﻤﻌﺎﺩﻟﺔ‬ ‫ﺩﺍﻡ‬ ) Speraman & Brown ( ‫ﺍﻟﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻭﺇﻴﺠﺎﺩ‬ ، ) . ‫ﺍﻟﺴﻴﺩ‬ ١٩٧٩ : ٢٤٢ .( ‫ﺠﺩﻭل‬ ) ٤ ( ‫ﺍﻻﺘﻔﺎﻕ‬ ‫ﻨﺴﺒﺔ‬ ‫ﺤﺴﺎﺏ‬ ‫ﻭﺘﻡ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻋﺩﺩ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻋﺭﺽ‬ ‫ﻭﺘﻡ‬ ‫ﺒﻌـﺽ‬ ‫ﺇﺠﺭﺍﺀ‬ ‫ﺒﻀﺭﻭﺭﺓ‬ ‫ﺍﻟﻤﺤﻜﻤﻭﻥ‬ ‫ﺍﻟﺴﺎﺩﺓ‬ ‫ﺃﻭﺼﻰ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ،‬ ‫ﻓﻘﺭﺍﺕ‬ ‫ﻋﻠﻰ‬ ‫ﻭﻜﺎﻨﺕ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ،‬ ‫ﻭﺴﻼﻤﺘﻪ‬ ‫ﻭﺩﻗﺘﻪ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻤﻭﻀﻭﻋﻴﺔ‬ ‫ﻤﻥ‬ ‫ﺘﺯﻴﺩ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﺘﻌﺩﻴﻼﺕ‬ ‫ﺘﻌﺩﻴل‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺒﻌﺽ‬ ‫ﺘﻌﺩﻴل‬ ‫ﺤﻴﺙ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﻌﺩﻴﻼﺕ‬ ‫ﺒﻤﺎ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺼﻴﺎﻏﺔ‬ ‫ﺘـﻡ‬ ‫ﻭﻗـﺩ‬ ‫ﻟﻸﺴﺌﻠﺔ،‬ ‫ﺍﻟﻠﻐﻭﻴﺔ‬ ‫ﺍﻟﺘﻌﺩﻴﻼﺕ‬ ‫ﻭﺒﻌﺽ‬ ‫ﺍﻷﻫﺩﺍﻑ،‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻤﻊ‬ ‫ﻟﺘﺘﻨﺎﺴﺏ‬ ‫ﺒـﻴﻥ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﻗﺩ‬ ‫ﻜﺎﻨﺕ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻷﺴﺌﻠﺔ‬ ‫ﺍﻟﺼﻌﻭﺒﺔ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﻭﺒﺤﺴﺎﺏ‬ ) ٠,٢٥ -٠,٥٨ ( ‫ﺒـﻴﻥ‬ ‫ﺍﻟﺴـﻬﻭﻟﺔ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﻭﻗﺩ‬ ، ) ٠,٤٢ -٠,٧٥ ‫ﺒـﻴﻥ‬ ‫ﺍﻻﺨﺘﺒـﺎﺭ‬ ‫ﻷﺴـﺌﻠﺔ‬ ‫ﺍﻟﺘﻤﻴﻴـﺯ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﻭﻗﺩ‬ ) ٠,٣٣ -٢ -١ . ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺒﻨﺎﺀ‬ . -‫ﻤﻘﺒﻭل‬ : ‫ﺍﻟﻤﺘـﺩﺭﺏ‬ ‫ﻭﺼﺤﺤﻪ‬ ‫ﺒﺎﻜﺘﺸﺎﻓﻪ‬ ‫ﺍﻟﻤﻼﺤﻅ‬ ‫ﻭﻗﺎﻡ‬ ‫ﹰ‬ ‫ﺨﺎﻁﺌﺎ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻜﺎﻥ‬ ‫ﺇﺫﺍ‬ ( ‫ﻭﻫ‬ ‫ﻤﻥ‬ ‫ﺃﻜﺒﺭ‬ ‫ﻤﻌﺎﻤﻼﺘﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺴﺌﻠﺔ‬ ‫ﺤﺫﻑ‬ ‫ﻭﺘﻡ‬ ‫ﻤﻘﺒﻭﻟﺔ‬ ‫ﺩﺭﺠﺔ‬ ‫ﻲ‬ ٨٠ % ٠,٦٧ ( ‫ﺘﺴـﻤﺢ‬ ‫ﻤﻨﺎﺴـﺒﺔ‬ ‫ﺘﻤﻴﻴـﺯ‬ ‫ﻗﻭﺓ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺃﺴﺌﻠﺔ‬ ‫ﺃﻥ‬ ‫ﺇﻟﻰ‬ ‫ﻴﺸﻴﺭ‬ ‫ﻤﻤﺎ‬ ، ‫ﺍﻟ‬ ‫ﻤﺴﺅﻭﻟﻲ‬ ‫ﻜﻔﺎﻴﺎﺕ‬ ‫ﻭﺘﺤﻠﻴل‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ‬ ‫ﺍﻷﻫﺩﺍﻑ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻘﻨﻲ‬ ‫ﺘﺩﺭﻴﺏ‬ ‫ﺒـ‬ ‫ﻴﻘﺩﺭ‬ ) ‫ﻭﺍﺤﺩﺓ‬ ‫ﺩﺭﺠﺔ‬ .( ‫ﻭﺍﻟﺘـﻲ‬ ‫ﻤﻥ‬ ‫ﺃﻗل‬ ٢٠ .% ١ -٩ . ‫ﻟﻼﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ : ‫ﺘﻤﻴﻴـﺯ‬ ‫ﻤﻌﺎﻤﻼﺕ‬ ‫ﺘﻌﺘﺒﺭ‬ ‫ﻭﻫﻲ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ،‬ ‫ﺘﺤﺼﻴل‬ ‫ﻗﻴﺎﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﻘﺒﻭﻟﺔ‬ . ١ -١٠ . ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﺃﺩﺍﺀ‬ ‫ﻟﻤﻼﺤﻅﺔ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺒﺈﻋﺩﺍﺩ‬ ‫ﺍﻟﺒﺎﺤﺜﻭﻥ‬ ‫ﻗﺎﻡ‬ ‫ﺍﻟﻤﻘﺩﻡ،‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻲ‬ ‫ﻭﺍﻟﻤﺤﺘﻭﻯ‬ ‫ﻭﺍﻟﻤﻬﻨﻲ‬ ‫ﻭﺍﻟﻤﻬﻨﻲ،‬ ‫ﺍﻟﺘﻘﻨﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻤﺴﺅﻭﻟﻲ‬ ‫ﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ -‫ﻭﺘﺼﺤﻴﺤ‬ ‫ﺒﺎﻜﺘﺸﺎﻓﻪ‬ ‫ﺍﻟﻤﻼﺤﻅ‬ ‫ﻭﻗﺎﻡ‬ ‫ﹰ‬ ‫ﺨﺎﻁﺌﺎ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻜﺎﻥ‬ ‫ﺇﺫﺍ‬ ‫ﻀﻌﻴﻑ‬ ‫ﺒـ‬ ‫ﻴﻘﺩﺭ‬ ‫ﻪ‬ ‫ﺍﻟﻜﻔﺎﻴـﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﺘﻤﺜﻠﺔ‬ ‫ﻭﺍﻟﺘﻘﻭﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ،‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻴﺔ،‬ ‫ﺍﻟﺘﺨﻁﻴﻁﻴﺔ،‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ،‬ ‫ﺍﻟﺸﺨﺼﻴﺔ،‬ ) ‫ﺼﻔﺭ‬ .( . : ‫ﺍﻟﺘﺤﺼﻴﻠﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺜﺒﺎﺕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ ‫ﻋﺪد‬ ‫أﻓﺮاد‬ ‫اﻟﻌﻴﻨﺔ‬ ‫ﻣﺠﻤﻮع‬ ‫اﻷﺳﺌﻠﺔ‬ ‫اﻟﻔﺮدﻳﺔ‬ ‫ﻣﺠﻤﻮع‬ ‫ﻣﺮﺑﻊ‬ ‫اﻷﺳﺌﻠﺔ‬ ‫اﻟﻔﺮدﻳﺔ‬ ‫ﻣﺠﻤﻮع‬ ‫اﻷﺳﺌﻠﺔ‬ ‫اﻟﺰوﺟﻴﺔ‬ ‫ﻣﺠﻤﻮع‬ ‫ﻣﺮﺑﻊ‬ ‫اﻷﺳﺌﻠﺔ‬ ‫اﻟﺰوﺟﻴﺔ‬ ‫ﻣﺠﻤﻮع‬ ‫ﺿﺮب‬ ‫اﻷ‬ ‫ﺳﺌﻠﺔ‬ ‫اﻟﻔﺮدﻳﺔ‬ ‫واﻟﺰوﺟﻴﺔ‬ ‫ﻣﻌﺎﻣﻞ‬ ‫اﻻرﺗﺒﺎط‬ ) ‫ﺑﻴﺮﺳﻮن‬ ( ‫ﻣﻌﺎﻣﻞ‬ ‫اﻟﺜﺒﺎت‬ ) ‫ﺳﺒﻴﺮﻣﺎن‬ ( n x x 2 y y 2 xy r xy r SB ١٢ ١٤٧ ١٩٨٣ ١٤٤ ١٩٢٢ ١٩٢٨ ٠٫٨٧ ٠٫٩٣ ‫ﺍﻟﺴﺎﺒﻕ‬ ‫ﺍﻟﺠﺩﻭل‬ ‫ﻤﻥ‬ ‫ﻭﻴﺘﻀﺢ‬ ‫ﺍﻟﻔﺭﺩﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺎﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻻﺭﺘﺒﺎﻁ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺃﻥ‬ ‫ﺒﻠﻎ‬ ‫ﻗﺩ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻟﻔﻘﺭﺍﺕ‬ ‫ﺍﻟﺯﻭﺠﻴﺔ‬ ‫ﻭﺍﻟﺩﺭﺠﺎﺕ‬ ) ٠,٨٧ ( ‫ﻤﻌﺎ‬ ‫ﻭﺒﺤﺴﺎﺏ‬ ‫ﺍﻟﺜﺒـﺎﺕ‬ ‫ﻤل‬ ‫ﺒﻠﻎ‬ ‫ﻟﻼﺨﺘﺒﺎﺭ‬ ) ٠,٩٣ ( ‫ﻤﻤﺎ‬ ‫ﻜﺒﻴﺭ،‬ ‫ﺤﺩ‬ ‫ﺇﻟﻰ‬ ‫ﺜﺎﺒﺕ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺃﻥ‬ ‫ﺘﻌﻨﻲ‬ ‫ﺍﻟﻨﺘﻴﺠﺔ‬ ‫ﻭﻫﺫﻩ‬ ‫ﻨﻔـﺱ‬ ‫ﻋﻠـﻰ‬ ‫ﺘﻁﺒﻴﻘﻪ‬ ‫ﺃﻋﻴﺩ‬ ‫ﺇﺫﺍ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻨﻔﺱ‬ ‫ﻴﻌﻁﻲ‬ ‫ﺃﻥ‬ ‫ﻴﻤﻜﻥ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺃﻥ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻤﻥ‬ ‫ﺘﻐﻴﺭ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻷﺨﻁﺎﺀ‬ ‫ﻤﻥ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺨﻠﻭ‬ ‫ﻴﻌﻨﻲ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻅﺭﻭﻑ،‬ ‫ﻨﻔﺱ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻴﻨﺔ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻟﻨﻔﺱ‬ ‫ﻵﺨﺭ‬ ‫ﻭﻗﺕ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻁﺎﻟﺏ‬ ‫ﺃﺩﺍﺀ‬ . ١ -٧ . ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ : ‫ﻤﻼﺤﻅﺎﺘﻬﻡ‬ ‫ﺘﻀﻤﻨﺘﻪ‬ ‫ﻤﺎ‬ ‫ﻭﻓﻘﺎ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﺍﻟﺴﺎﺩﺓ‬ ‫ﺁﺭﺍﺀ‬ ‫ﻀﻭﺀ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺘﻌﺩﻴل‬ . ١ -٨ . ‫ﻟﻼﺨﺘﺒﺎﺭ‬ ‫ﻭﺍﻟﺼﻌﻭﺒﺔ‬ ‫ﺍﻟﺴﻬﻭﻟﺔ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ : ‫ﻤﻌﺎﻤل‬ ‫ﻴﻔﻴﺩ‬ ‫ﻭ‬ ‫ﺍﻟﺴﻬﻭﻟﺔ‬ ‫ﺼـﻌﻭﺒﺔ‬ ‫ﺃﻭ‬ ‫ﺴﻬﻭﻟﺔ‬ ‫ﻤﺩﻯ‬ ‫ﺇﻴﻀﺎﺡ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺼﻌﻭﺒﺔ‬ ‫ﺍ‬ ‫ﻓﻲ‬ ‫ﻤﺎ‬ ‫ﺴﺅﺍل‬ ‫ﺍﻟـﺫﻴﻥ‬ ‫ﺍﻟﻁـﻼﺏ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﻋﻥ‬ ‫ﻋﺒﺎﺭﺓ‬ ‫ﻭﻫﻭ‬ ‫ﻻﺨﺘﺒﺎﺭ،‬ ‫ﺼﻌﻭﺒﺔ‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﻭﻴﺸﻴﺭ‬ ‫ﺼﺤﻴﺤﺔ،‬ ‫ﺇﺠﺎﺒﺔ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻋﻥ‬ ‫ﺃﺠﺎﺒﻭﺍ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﻭﺴﻬﻭﻟﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺌﻭﻴﺔ‬ ‫ﺍﻟﻨﺴﺒﺔ‬ ‫ﻟﻠﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺒﻤﻌﺎﻤل‬ ‫ﻜﺒﻴﺭﺓ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻴﺭﺘﺒﻁ‬ ‫ﻓـﺈﺫﺍ‬ ‫ﺍﻟﺼﻌﻭﺒﺔ،‬ ‫ﻜـﺎﻥ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻘﺎﺩﺭﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﻴﻔﺭﻕ‬ ‫ﺃﻥ‬ ‫ﻫﻭ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻤﻥ‬ ‫ﺍﻟﻐﺭﺽ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺍﻷﻗـل‬ ‫ﻭﺃﻭﻟﺌﻙ‬ ‫ﺍﻟﻤ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﻓﺈﻥ‬ ‫ﻗﺩﺭﺓ‬ ‫ﻫﺫﺍ‬ ‫ﺇﻟﻰ‬ ‫ﻴﻘﻭﺩ‬ ‫ﻤﺎ‬ ‫ﻫﻭ‬ ‫ﻤﻴﺯ‬ ‫ﺍﻟﻐﺭﺽ‬ . ‫ﻤﻌﺎﻤـل‬ ‫ﻤﻬﻤﺔ‬ ‫ﺃﻥ‬ ‫ﺇﺫﺍ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻓﻲ‬ ‫ﻤﺎ‬ ‫ﺴﺅﺍل‬ ‫ﻓﺎﻋﻠﻴﺔ‬ ‫ﻤﺩﻯ‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﻓﻲ‬ ‫ﺘﺘﻤﺜل‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﺍﻟﻤﺘـﺩﺭﺏ‬ ‫ﺍﻷﺩﺍ‬ ‫ﻤﻼﺤﻅﺔ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺘﻜﻭﻨﺕ‬ ‫ﻭﻗﺩ‬ ‫ﺴـﺒﻌﺔ‬ ‫ﻤـﻥ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺼﻭﺭﺘﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺀ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻟﻜل‬ ‫ﻭﺍﺤﺩﺓ‬ ‫ﺩﺭﺠﺔ‬ ‫ﺍﺤﺘﺴﺎﺏ‬ ‫ﻴﺘﻡ‬ ‫ﺒﺤﻴﺙ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﺘﻡ‬ ‫ﺼﺤﻴ‬ ‫ﺇﺠﺎﺒﺔ‬ ‫ﺍﻟﻤﺘﺩﺭﺏ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻴﺠﻴﺏ‬ ‫ﻤﻥ‬ ‫ﺘﺘﻜﻭﻥ‬ ‫ﺭﺌﻴﺴﻴﺔ‬ ‫ﻤﺤﺎﻭﺭ‬ ) ٤٩ ( ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ،‬ ‫ﻤﻥ‬ ‫ﺍﻟﻤﻁﻠﻭﺒﺔ‬ ‫ﺍﻷﻓﻌﺎل‬ ‫ﺘﺼﻑ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻋﻨﻬﺎ‬ ‫ﻴﺠﻴﺏ‬ ‫ﺃﻭ‬ ‫ﻴﺘﺭﻜﻬﺎ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻟﻜل‬ ‫ﻭﺼﻔﺭ‬ ‫ﺤﺔ،‬ ‫ﻟﻠﻤﻬﺎﺭﺍﺕ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻤﻘﻴﺎﺱ‬ ‫ﺍﻟﺒﺎﺤﺜﻭﻥ‬ ‫ﺤﺩﺩ‬ ‫ﻭﻗﺩ‬ ‫ﻗﻴﺎﺴﻬﺎ،‬ ‫ﺍﻟﻤﺭﺍﺩ‬ ‫ﻭﺍﻟﻤﻬﺎﺭﺍﺕ‬ . ‫ﺍﻟﻔﻘـﺭﺍﺕ،‬ ‫ﻋﺩﺩ‬ ‫ﺘﺴﺎﻭﻯ‬ ‫ﻟﻼﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﺘﻜﻭﻥ‬ ‫ﺃﻥ‬ ‫ﻋﻠﻰ‬ ‫ﺨﺎﻁﺌﺔ،‬ ‫ﺇﺠﺎﺒﺔ‬ ‫ﺫﻱ‬ ‫ﺍﻟﻌﺎﻟﻴﺔ‬ ‫ﺍﻟﻘﺩﺭﺓ‬ ‫ﻭﺍﻟﻤﺘﺩﺭﺏ‬ ‫ﻤﻥ‬ ‫ﻤﻜﻭﻥ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺃﺼﺒﺢ‬ ‫ﺍﻹﺠﺭﺍﺀﺍﺕ‬ ‫ﻫﺫﻩ‬ ‫ﻭﺒﻌﺩ‬ ) ٥٠ ( ‫ﻴﻠﻲ‬ ‫ﻤﻤﺎ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﻜﺎﻥ‬ ‫ﺤﻴﺙ‬ : ‫ﻓـﻲ‬ ‫ﻭﺃﺼـﺒﺢ‬ ‫ﻓﻘـﺭﺓ‬ ‫ﻓﻲ‬ ‫ﺒﻴﻨﻬﻤﺎ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻴﻔﺭﻕ‬ ‫ﺍﻟﺫﻱ‬ ‫ﻨﻔﺴﻪ‬ ‫ﺒﺎﻟﻘﺩﺭ‬ ‫ﺍﻟﻀﻌﻴﻑ‬ ‫ﻋﺎﻤﺔ‬ ‫ﺒﺼﻭﺭﺓ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ‫ﺍﻟﺩﺭﺠﺔ‬ ‫ﺍﻟﻨﻬﺎﺌﻴﺔ‬ ‫ﺼﻭﺭﺘﻪ‬ . -‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﻟﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﻤﻨﺎﺴﺒﺔ‬ . ٢ -٣ . ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺼﺩﻕ‬ . . ‫ﻋـﺩﺩ‬ ‫ﺯﺍﺩ‬ ‫ﻓﻜﻠﻤﺎ‬ ‫ﺍﻟﺴﺅﺍل‬ ‫ﺃﻭ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺃﺠﺎﺒﻭﺍ‬ ‫ﺍﻟﻠﺫﻴﻥ‬ ‫ﺃﻭ‬ ‫ﺯﺍﺩ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺃﻭ‬ ‫ﻟﻠﺴﺅﺍل‬ ‫ﺍﻟﺼﺤﻴﺤﺔ‬ ‫ﺍﻹﺠﺎﺒﺎﺕ‬ ‫ﺍﺭﺘﻔﻊ‬ ‫ﻭﻗـ‬ ‫ﺍﻟﺴـﻬﻭﻟﺔ‬ ‫ﻤﻌﺎﻤـل‬ ‫ﻤﻥ‬ ‫ﻤﻔﺭﺩﺓ‬ ‫ﻜل‬ ‫ﻗﺩﺭﺓ‬ ‫ﻋﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻭﻴﻌﺒﺭ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻤﻔﺭﺩﺍﺕ‬ ٢ . ‫ﻤﻼﺤﻅﺔ‬ ‫ﺒﻁﺎﻗﺔ‬ . -‫ﺍﻟ‬ ‫ﻟﻠﻤﻬﺎﺭﺓ‬ ‫ﺍﻟﻔﺭﻋﻴﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ ‫ﺍﻨﺘﻤﺎﺀ‬ ‫ﺭﺌﻴﺴﻴﺔ‬ . ‫ﺜﻡ‬ ‫ﺍﻷﻭﻟﻴﺔ‬ ‫ﺼﻭﺭﺘﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻤﻼﺤﻅﺔ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺘﺼﻤﻴﻡ‬ ‫ﻤﻥ‬ ‫ﺍﻻﻨﺘﻬﺎﺀ‬ ‫ﺒﻌﺩ‬ ‫ل‬ ‫ﻴﺴﺎﻭﻱ‬ ‫ﺍﻟﺼﻌﻭﺒﺔ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻻﻥ‬ ‫ﺫﻟﻙ‬ ‫ﺍﻟﺼﻌﻭﺒﺔ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺍﺨﺘﺒﺎﺭ‬ ) ١٠٠ -‫ﺍﻻﺨﺘﺒـﺎﺭ‬ ‫ﻓـﻲ‬ ‫ﺍﻟﻌﻴﻨـﺔ‬ ‫ﻷﻓﺭﺍﺩ‬ ‫ﺍﻟﻤﻨﺨﻔﺽ‬ ‫ﻭﺍﻷﺩﺍﺀ‬ ‫ﺍﻟﻤﺭﺘﻔﻊ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ . ‫ﺍﻟﻤﺘـﺩﺭﺒﻴﻥ‬ ‫ﺍﻜﺘﺴـﺎﺏ‬ ‫ﻤﺩﻯ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺘﻌﺭﻑ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺘﻬﺩﻑ‬ -‫ﺩﻗﺔ‬ ‫ﺼﻴﺎﻏﺔ‬ ‫ﺍﻟﻤﻬﺎﺭﺓ‬ . ‫ﺭﺃﻴﻬﻡ‬ ‫ﻻﺴﺘﻁﻼﻉ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻋﺭﻀﻬﺎ‬ ‫ﺒﻌﺭﺽ‬ ‫ﺍﻟﺒﺎﺤﺜﻭﻥ‬ ‫ﻭﻗﺎﻡ‬ ‫ﻤﻌﺎﻤـل‬ ‫ﺍﻟﺴﻬﻭﻟﺔ‬ ( ‫ﺠﻴﺩﺍ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻭﻴﻌﺩ‬ ، ‫ﺇﺫ‬ ‫ﻋﻴﺴﻰ‬ ‫ﺍﻟﻜﺘﺎﻨﻲ،‬ ) ١٩٩٥ : ١٦١ ( ‫ﻟﻜ‬ ‫ﻭﺍﻟﻤﻬﻨﻲ،‬ ‫ﺍﻟﺘﻘﻨﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺏ‬ ‫ﻤﺴﺅﻭﻟﻲ‬ ‫ﻔﺎﻴﺎﺕ‬ ‫ﺍﻟﺸﺨﺼﻴﺔ،‬ ‫ﺍﻟﻜﻔﺎﻴﺎﺕ‬ ‫ﻓﻲ‬ ‫ﻭﺍﻟﻤﺘﻤﺜﻠﺔ‬ -‫ﺍﻹﻀﺎﻓﺔ‬ ‫ﺃﻭ‬ ‫ﺒﺎﻟﺤﺫﻑ‬ ‫ﺍﻟﺘﻌﺩﻴل‬ ‫ﺍﻗﺘﺭﺍﺡ‬ . ‫ﻟﻠ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﺍﻟﺴﺎﺩﺓ‬ ‫ﻤﻥ‬ ‫ﻤﺠﻤﻭﻋﺔ‬ ‫ﻋﻠﻰ‬ ‫ﺍﻟﺒﻁﺎﻗﺔ‬ ‫ﻭﺴـﻼﻤﺔ‬ ‫ﺼـﺩﻗﻬﺎ‬ ‫ﻤـﻥ‬ ‫ﺘﺄﻜـﺩ‬ ‫ﺒﻴﻥ‬ ‫ﻟﻔﻘﺭﺍﺘﻪ‬ ‫ﺍﻟﺼﻌﻭﺒﺔ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻤﻌﺩل‬ ‫ﺘﺭﺍﻭﺤﺕ‬ ‫ﺍ‬ ) ٢٠ % -٨٠ .(% ‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﺤﺴﺏ‬ ‫ﻟﻼﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺼﻌﻭﺒﺔ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ ‫ﺘﻡ‬ : ‫ﺧﺎﻃﺌﺔ‬ ‫إﺟﺎﺑﺔ‬ ‫أﺟﺎﺑﻮا‬ ‫اﻟﻠﺬﻳﻦ‬ ‫ﻋﺪد‬ ‫اﻟﺼﻌﻮﺑﺔ‬ ‫ﻣﻌﺎﻣﻞ‬ = ‫اﻟﻤﺘ‬ ‫ﻋﺪد‬ ‫اﻟﻜﻠﻲ‬ ‫ﺪرﺑﻴﻦ‬ X ١٠٠ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﺤﺴﺏ‬ ‫ﻟﻼﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ ‫ﻭﺘﻡ‬ : ‫ﺍﻟﺼﺤﻴﺤﺔ‬ ‫ﺍﻻﺠﺎﺒﺎﺕ‬ ‫ﻋﺩﺩ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻌﻠﻴﺎ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ -‫ﺍﻻﺠﺎﺒﺎﺕ‬ ‫ﻋﺩﺩ‬ ‫ﺍﻟﺼﺤﻴﺤﺔ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺩ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺔ‬ ‫ﻨﻴﺎ‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻭﺍﻟﺘﻘﻭﻴﻤﻴﺔ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ،‬ ‫ﺍﻟﻤﻬﻨﻴﺔ،‬ ‫ﺍﻟﺘﻨﻅﻴﻤﻴﺔ،‬ ‫ﺍﻟﺘﺨﻁﻴﻁﻴﺔ،‬ ‫ﺍﻟﻤﻌﺭﻓﻴﺔ،‬ . ‫ﺍﻟﻤﻨﻅﻤﺔ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ Systematic Observation ٢ -٢ . ‫ﺍﻟﺒﻁﺎﻗﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ ‫ﺘﻘﺩﻴﺭ‬ ‫ﻨﻅﺎﻡ‬ ‫ﻭﻀﻊ‬ ‫ﺘﻔﻭﻕ‬ ‫ﺒﻨﺴﺒﺔ‬ ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﻤﻌﻅﻡ‬ ‫ﺇﺠﻤﺎﻉ‬ ‫ﺘﺒﻴﻥ‬ ‫ﺁﺭﺍﺌﻬﻡ‬ ‫ﻭﺒﻤﺭﺍﺠﻌﺔ‬ ‫ﺼﻴﺎﻏﺘﻬﺎ،‬ ٨٠ % . ‫ﻤﻼﺤﻅـﺎﺕ‬ ‫ﺤﺴﺏ‬ ‫ﺍﻟﺘﻌﺩﻴﻼﺕ‬ ‫ﺒﻌﺽ‬ ‫ﻋﻤل‬ ‫ﺘﻡ‬ ‫ﻭﻗﺩ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ،‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﻗﺒﻭل‬ ‫ﻋﻠﻰ‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﻤﻼﺤﻅﺔ‬ ‫ﻫﻲ‬ ‫ﺒﺎﻟﻨﺴـﺒﺔ‬ ‫ﺴـﻭﺍﺀ‬ ‫ﺍﻟﻌﻠﻤـﻲ‬ ‫ﺍﻟﻀـﺒﻁ‬ ‫ﻤﻥ‬ ‫ﻋﺎﻟﻴﺔ‬ ‫ﻟﺩﺭﺠﺔ‬ ‫ﺘﺨﻀﻊ‬ ‫ﻓﻬﻲ‬ ‫ﻤﻀﺒﻭﻁﺔ،‬ ‫ﻜﺎﻟﺘﺎﻟﻲ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﻟﺒﻁﺎﻗﺔ‬ ‫ﺍﻟﻜﻤﻲ‬ ‫ﺍﻟﺘﻘﺩﻴﺭ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺘﻡ‬ : ‫ﺍﻟﻤﺤﻜﻤﻴﻥ‬ ‫ﺍﻟﺴﺎﺩﺓ‬ . = ‫ﻋﺩﺩ‬ ‫ﻨﺼﻑ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺠﻤﻭﻋﺘﻴﻥ‬ ‫ﺃﻭ‬ ‫ﻟﻠﻤﻼﺤﻅﺔ‬ ‫ﺍﻟﺘﺤﺩﻴـﺩ‬ ‫ﻋﻠـﻰ‬ ‫ﺍﻟﻤﻨﻅﻤﺔ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﺘﻌﺘﻤﺩ‬ ‫ﻜﻤﺎ‬ ‫ﺍﻟﻤﻼﺤﻅﺔ،‬ ‫ﺍﻟﻤﺎﺩﺓ‬ -‫ﻤﻤﺘﺎﺯ‬ : ‫ﺒـ‬ ‫ﻴﻘﺩﺭ‬ ‫ﹰ‬ ‫ﺼﺤﻴﺤﺎ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻜﺎﻥ‬ ‫ﺇﺫﺍ‬ ) ‫ﺩﺭﺠﺎﺕ‬ ‫ﺃﺭﺒﻌﺔ‬ .( ‫ﺍﻟﺘﻘﻨـﻲ‬ ‫ﺍﻟﺘـﺩﺭﻴﺏ‬ ‫ﻤﺴـﺅﻭﻟﻲ‬ ‫ﻜﻔﺎﻴﺎﺕ‬ ‫ﻤﻼﺤﻅﺔ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﺃﺼﺒﺤﺕ‬ ‫ﺒﻌﺩﻫﺎ‬ ‫ﺃﻋـﺩ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻬﺩﻑ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺒﻪ‬ ‫ﻴﺤﻘﻕ‬ ‫ﺍﻟﺫﻱ‬ ‫ﺍﻟﻤﺩﻯ‬ ‫ﻫﻭ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺼﺩﻕ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﻨﻔﺱ‬ ‫ﻋﻠﻴﻬﺎ‬ ‫ﻴﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﻟﺩﺭﺠﺎﺕ‬ ‫ﺍﻻﺘﺴﺎﻕ‬ ‫ﻤﺩﻯ‬ ‫ﻤﻥ‬ ‫ﺍﻟﺘﺄﻜﺩ‬ ‫ﻜل‬ ‫ﻓﻌﻼ‬ ‫ﻋﻜﺱ‬ ‫ﺇﺫﺍ‬ ‫ﹰ‬ ‫ﺜﺎﺒﺘﺎ‬ ‫ﻴﻜﻭﻥ‬ ‫ﻭﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ،‬ ‫ﻟﺘﻁﺒﻴﻕ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﻤﺭﺍﺕ‬ ‫ﻓﻲ‬ ‫ﻓﺌﺎﺕ‬ ‫ﻜل‬ ‫ﻭﺃﻅﻬﺭ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻟﻔﺭﻭﻕ‬ ‫ﺩﺭﺠﺎﺘﻪ‬ ‫ﻓﻲ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ . ‫ﺘﻤﺜﻴل‬ ‫ﻤﺩﻯ‬ ‫ﻤﻌﺭﻓﺔ‬ ‫ﺒﻬﺩﻑ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ‬ ‫ﺼﺩﻕ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺒﺤﺴﺎﺏ‬ ‫ﻨﻘﻭﻡ‬ ‫ﻭﻫﻨﺎ‬ ‫ﺃﺠﻠﻪ،‬ ‫ﻤﻥ‬ ‫ﺃﻫـﺩﺍﻑ‬ ‫ﺘﺤﻠﻴل‬ ‫ﺘﻡ‬ ‫ﺫﻟﻙ‬ ‫ﻴﺘﺤﻘﻕ‬ ‫ﻭﻟﻜﻲ‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻴﺔ،‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﺠﻭﺍﻨﺏ‬ ‫ﻟﻘﻴﺎﺱ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻜل‬ ‫ﺍﻟﻤﻭﺍﺼﻔ‬ ‫ﺠﺩﻭل‬ ‫ﻭﻋﻤل‬ ‫ﺍﻟﺘﺩﺭﻴﺒﻲ‬ ‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬ ‫ﹰ‬ ‫ﺴﺎﺒﻘﺎ‬ ‫ﺍﻟﻤﻭﻀﺢ‬ ‫ﺎﺕ‬ . ‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﺤﺴﺏ‬ ‫ﻟﻼﺨﺘﺒﺎﺭ‬ ‫ﺍﻟﺴﻬﻭﻟﺔ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺤﺴﺎﺏ‬ ‫ﻭﺘﻡ‬ ‫ﻤﻥ‬ ‫ﻓﻘﺭﺓ‬ ‫ﻟﻜل‬ ‫ﺍﻟﺘﻤﻴﻴﺯ‬ ‫ﻤﻌﺎﻤل‬ ‫ﺘﺤﺩﻴﺩ‬ ‫ﺘﻡ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﻓﻲ‬ ‫ﻭﺒﺎﻟﺘﻌﻭﻴﺽ‬ ‫ﻭﻗﻴﺎﺴﻬﺎ‬ ‫ﻤﻼﺤﻅﺘﻬﺎ‬ ‫ﺍﻟﻤﻁﻠﻭﺏ‬ ‫ﻭﺍﻷﻓﻌﺎل‬ ‫ﻟﻠﺴﻠﻭﻙ‬ ‫ﺍﻟﻤﺴﺒﻕ‬ ) . ‫ﺍﻟﺒﺴـﻴﻭﻨﻲ‬ ٢٠٠١ : -‫ﹰ‬ ‫ﺠﺩﺍ‬ ‫ﺠﻴﺩ‬ : ‫ﻭﺘﺼﺤ‬ ‫ﺒﺎﻜﺘﺸﺎﻓﻪ‬ ‫ﺍﻟﻤﺘﺩﺭﺏ‬ ‫ﻭﻗﺎﻡ‬ ‫ﹰ‬ ‫ﺨﺎﻁﺌﺎ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻜﺎﻥ‬ ‫ﺇﺫﺍ‬ ‫ﺒﻨﻔﺴـﻪ‬ ‫ﻴﺤﻪ‬ ‫ﺍﻻﺴﺘﻁﻼ‬ ‫ﺍﻟﺘﺠﺭﺒﺔ‬ ‫ﻹﺠﺭﺍﺀ‬ ‫ﺠﺎﻫﺯﺓ‬ ‫ﻭﺍﻟﻤﻬﻨﻲ‬ ‫ﺼـﺩﻗﻬﺎ‬ ‫ﻤـﻥ‬ ‫ﺍﻟﺘﺄﻜـﺩ‬ ‫ﺒﻬﺩﻑ‬ ‫ﻋﻴﺔ‬ : ‫ﺍﻟﺴﻬﻭﻟﺔ‬ ‫ﻤﻌﺎﻤل‬ = ‫ﺍﻟﻜﻠﻲ‬ ‫ﺍﻟﻤﺘﺩﺭﺒﻴﻥ‬ ‫ﻋﺩﺩ‬ X ‫ﻤﻥ‬ ) ٠,٢ ( ‫ﻀﻌﻴﻔﺔ‬ ‫ﺘﻤﻴﻴﺯﻴﺔ‬ ‫ﻗﺩﺭﺓ‬ ‫ﺫﺍﺕ‬ . ‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﺒﻁﺎﻗﺔ‬ ‫ﻹﻋﺩﺍﺩ‬ ‫ﺍﺘﺒﻌﺕ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻹﺠﺭﺍﺀﺍﺕ‬ ‫ﻴﻠﻲ‬ ‫ﻭﻓﻴﻤﺎ‬ : -‫ﺠﻴﺩ‬ : ‫ﻴﻘﺩﺭ‬ ‫ﺍﻟﻤﻼﺤﻅ‬ ‫ﻭﺼﺤﺤﻪ‬ ‫ﺒﺎﻜﺘﺸﺎﻓﻪ‬ ‫ﺍﻟﻤﺘﺩﺭﺏ‬ ‫ﻭﻗﺎﻡ‬ ‫ﹰ‬ ‫ﺨﺎﻁﺌﺎ‬ ‫ﺍﻷﺩﺍﺀ‬ ‫ﻜﺎﻥ‬ ‫ﺇﺫﺍ‬ ١٠٠ ‫ﺼﺤﻴﺤﺔ‬ ‫ﺇﺠﺎﺒﺔ‬ ‫ﺃﺠﺎﺒﻭﺍ‬ ‫ﺍﻟﻠﺫﻴﻥ‬ ‫ﻋﺩﺩ‬ ‫ﺃﻗـل‬ ‫ﺘﻤﻴﻴﺯ‬ ‫ﻤﻌﺎﻤل‬ ‫ﻋﻠﻰ‬ ‫ﺘﺤﺼل‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺃﻥ‬ ‫ﺍﻋﺘﺒﺭ‬ ‫ﺤﻴﺙ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ،‬ ‫ﻓﻘﺭﺍﺕ‬ ١٦٧ .( ‫ﺒـ‬ ‫ﻴﻘﺩﺭ‬ ) ‫ﺜﻼﺜﺔ‬ ‫ﺩﺭﺠﺎﺕ‬ .( ‫ﻤﻥ‬ ‫ﺍﻟﺒﻁﺎﻗﺔ‬ ‫ﻭﺘﺘﻜﻭﻥ‬ ‫ﻭﺜﺒﺎﺘﻬﺎ،‬ ) ٤٩ ( ‫ﻤﻬﺎﺭﺓ‬ .
						) ‫ﺩﺭﺠﺘﺎﻥ‬ .(	‫ﺒـ‬
	( ( ( ( (	٣٦٨ ٣٧٠ ٣٧١ ٣٧٢ ٣٧٣	) ) ) ) )	‫اﻟﻌﺪد‬ -‫اﻟﻌﺪد‬ ) ١٩ ) ١٩ ( ‫ﻣﺎرس‬ ( ‫ﻣﺎرس‬ ٢٠١٨ ٢٠١٨ ‫اﻟﻌﺪد‬ ) ١٩ ( ‫ﻣﺎرس‬ ٢٠١٨ -‫اﻟﻌﺪد‬ ) ١٩ ( ‫ﻣﺎرس‬ ٢٠١٨ ‫اﻟﻌﺪد‬ ) ١٩ ( ‫ﻣﺎرس‬ ٢٠١٨ -‫اﻟﻌﺪد‬ ) ١٩ ( ‫ﻣﺎرس‬ ٢٠١٨ ‫اﻟﻌﺪد‬ ) ١٩ ( ‫ﻣﺎرس‬ ٢٠١٨	‫اﻟﻤﺘﺨﺼﺼﺔ‬ ‫ﻟﻠﺪراﺳﺎت‬ ‫اﻟﻤﺼﺮﻳﺔ‬ ‫اﻟﻤﺠﻠﺔ‬ ‫اﻟﻤﺘﺨﺼﺼﺔ‬ ‫ﻟﻠﺪراﺳﺎت‬ ‫اﻟﻤﺼﺮﻳﺔ‬ ‫اﻟﻤﺠﻠﺔ‬ -‫اﻟﻤﺘﺨﺼﺼﺔ‬ ‫ﻟﻠﺪراﺳﺎت‬ ‫اﻟﻤﺼﺮﻳﺔ‬ ‫اﻟﻤﺠﻠﺔ‬ -‫اﻟﻤﺘﺨﺼﺼﺔ‬ ‫ﻟﻠﺪراﺳﺎت‬ ‫اﻟﻤﺼﺮﻳﺔ‬ ‫اﻟﻤﺠﻠﺔ‬ ‫اﻟﻤﺘﺨﺼﺼﺔ‬ ‫ﻟﻠﺪراﺳﺎت‬ ‫اﻟﻤﺼﺮﻳﺔ‬ ‫اﻟﻤﺠﻠﺔ‬ -‫اﻟﻤﺘﺨﺼﺼﺔ‬ ‫ﻟﻠﺪراﺳﺎت‬ ‫اﻟﻤﺼﺮﻳﺔ‬ ‫اﻟﻤﺠﻠﺔ‬ ‫اﻟﻤﺘﺨﺼﺼﺔ‬ ‫ﻟﻠﺪراﺳﺎت‬ ‫اﻟﻤﺼﺮﻳﺔ‬ ‫اﻟﻤﺠﻠﺔ‬ -

- Schweizer, K., paechter, M. & Weidenmann, B. (2003). Blended Learning as a Strategy to Improve Collaborative Task Performance, Journal of Educational Media, 28(2-3), 211-224. 
-So Wing-mui Cheng, May-Hung. ( 2004 ). An Impact of Teaching
‫اﻟﻤﺘﺨﺼﺼﺔ‬ ‫ﻟﻠﺪراﺳﺎت‬ ‫اﻟﻤﺼﺮﻳﺔ‬ ‫اﻟﻤﺠﻠﺔ‬ -‫اﻟﻌﺪد‬ ) ١٩ ( ‫ﻣﺎرس‬ ٢٠١٨