‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫اﻷﺣﺪاث اﻟﺘﻌﻠﯿﻤﯿﺔ ﻟﻠﺪرس‬
‫‪Instructional Events‬‬
‫إﻋــﺪاد‬

‫أ‪.‬د‪ .‬ﻧﺒﯿﻞ ﻋﺒﺪ اﻟﻮاﺣـﺪ ﻓﻀﻞ‬
‫أﺳﺘﺎذ اﻟﻤﻨﺎھﺞ وﻃﺮق اﻟﺘﺪرﯾﺲ‬
‫ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ – ﺟﺎﻣﻌﺔ ﻃﻨﻄﺎ‬
‫‪Dr. Mohamed AbdElnaby - ١Library‬‬

‫‪2009‬‬

Dr. Mohamed AbdElnaby - Library

2009

‫اﻷﺣﺪاث اﻟﺘﻌﻠﯿﻤﯿﺔ ﻟﻠﺪرس‬
Instructional Events

‫اﻟﻤﻘﺪﻣـﺔ‬
‫اﻟﺠﺴـﻢ‬

‫اﻻﺳﺘﻨﺘﺎج‬
‫اﻟﺘﻘﯿﯿـﻢ‬
2009

Dr. Mohamed AbdElnaby - ٢Library

Dr. Mohamed AbdElnaby - Library

Introduction ‫اﻟﻤﻘﺪﻣـﺔ‬

2009

. Activate Attention ‫• ﺗﻨﺸﯿﻂ اﻻﻧﺘﺒﺎه‬
. Establish Purpose ‫• ﺗﺤــﺪﯾﺪ اﻟﮭﺪف‬
Arouse interest & Motivation ‫• اﺛﺎرة اﻻھﺘﻤﺎم واﻟﺪاﻓﻌﯿﺔ‬

Preview the Lesson ‫• ﻧﻈــﺮة ﻋـﺎﻣـﺔ ﺗﻤﮭﯿﺪﯾﺔ‬
2009

Dr. Mohamed AbdElnaby - ٣Library

Dr. Mohamed AbdElnaby - Library

Body ‫اﻟﺠﺴـﻢ‬

2009

Recall Prior Knowledge ‫• اﺳﺘﺪﻋﺎء اﻟﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ‬
Process information & Examples ‫• ﻣﻌﺎﻟﺠﺔ اﻟﻤﻌﻠﻮﻣﺎت واﻷﻣﺜﻠﺔ‬
Focus Attention ‫• ﺗﺮﻛﯿـﺰ اﻻﻧﺘﺒــﺎه‬
Employ Learning Strategies ‫• ﺗﻮﻇﯿﻒ اﺳﺘﺮاﺗﯿﺠﯿﺎت اﻟﺘﻌﻠﻢ‬
Practice ‫• اﻟﺘـﺪرﯾــﺐ‬
2009

Evaluate Feedback ‫اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ اﻟﻤﻨﺎﺳﺒﺔ‬

٤
Dr. Mohamed AbdElnaby - Library

Dr. Mohamed AbdElnaby - Library

Conclusion ‫اﻻﺳﺘﻨﺘﺎج‬

2009

Summarize & Review ‫• اﻟﺨﻼﺻﺔ واﻟﻤﺮاﺟﻌﺔ‬
Transfer Learning ‫• ﺗﺤــﻮﯾﻞ اﻟﺘﻌﻠﻢ‬
Remotivation & Close ‫• إﻋﺎدة اﺛﺎرة اﻟﺪاﻓﻌﯿﺔ واﻟﻐﻠﻖ‬

2009

Dr. Mohamed AbdElnaby - ٥Library

Dr. Mohamed AbdElnaby - Library

Assessment ‫اﻟﺘﻘﯿﯿﻢ‬

2009

Assess Performance ‫• ﺗﻘﯿﯿﻢ اﻷداء‬

‫• اﻟﺘﺼﺤﯿﺢ واﻟﺒﺤﺚ ﻋﻦ اﻟﻌﻼج‬
Evaluate Feedback & Seek Remediation

2009

Dr. Mohamed AbdElnaby - ٦Library

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫ﻣﻔﮭﻮم اﻟﺘﺪرﯾﺲ‬

‫‪Technical‬‬
‫‪Technical Paradigm‬‬
‫اﻟﻌﻠﻤﻲ ‪Paradigm‬‬
‫اﻟﺒﺎرادﯾﻢ اﻟﻌﻠﻤﻲ‬
‫اﻟﺒﺎرادﯾﻢ‬
‫• ﯾﺴﺘﻨﺪ إﻟﻰ ﻣﺒﺎدىء اﻟﺤﺘﻤﯿﺔ اﻟﺴﺒﺒﯿﺔ واﻟﻔﻠﺴﻔﺔ اﻟﻮﺿﻌﯿﺔ اﻟﻤﻨﻄﻘﯿﺔ‬
‫• ﯾﺴﺘﻨﺪ إﻟﻰ اﻟﻨﻈﺮﯾﺔ اﻟﺴﻠﻮﻛﯿﺔ ‪:‬‬

‫” اﻟﺘﺪرﯾﺲ آﻟﯿﺔ ﺧﻄﯿﺔ ﺗﺤﻜﻤﮭﺎ اﻟﻌﻼﻗﺔ ﺑﯿﻦ اﻟﻤﺜﯿﺮ واﻻﺳﺘﺠﺎﺑﺔ “‬
‫‪Dr. Mohamed AbdElnaby - ٧Library‬‬

‫‪2009‬‬

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫ﺧﺼﺎﺋﺺ اﻟﺘﺪرﯾﺲ ﻓﻲ ﺿﻮء اﻟﺒﺎراداﯾﻢ اﻟﻌﻠﻤﻲ‬

‫• ﺻﯿﺎﻏﺔ أھﺪاف ﺳﻠﻮﻛﯿﺔ ﻣﺴﺒﻘﺔ ‪.‬‬
‫• ﺗﻔﺘﯿﺖ اﻟﻤﺤﺘﻮى ‪.‬‬
‫• ﺳﻠﺒﯿﺔ اﻟﻤﺘﻌﻠﻢ ‪.‬‬
‫• ﺗﻌﺰﯾﺰ ﺧﺎرﺟﻲ ‪.‬‬
‫• ﺗﻘﻮﯾﻢ ﻧﮭﺎﺋﻲ ‪.‬‬
‫• ﺳﯿﻄﺮة اﻟﻤﻌﻠﻢ ‪.‬‬
‫‪Mohamed‬ﺎً‪.Dr.‬‬
‫ﻣﻌﺪ ﻣﺴﺒﻘ‬
‫ﻣﻨﮭﺞ‬
‫•‬
‫‪٨‬‬
‫‪AbdElnaby - Library‬‬

‫‪2009‬‬

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫ﺗﺎﺑﻊ ﻣﻔﮭﻮم اﻟﺘﺪرﯾﺲ‬

‫‪Nontechnical‬‬
‫‪Nontechnical Paradigm‬‬
‫ﺍﻟﻁﺒﻴﻌﻲ ‪Paradigm‬‬
‫ﺍﻟﺒﺎﺭﺍﺩﻴﻡ ﺍﻟﻁﺒﻴﻌﻲ‬
‫ﺍﻟﺒﺎﺭﺍﺩﻴﻡ‬
‫• ﯾﺴﺘﻨﺪ إﻟﻰ ﻣﺒﺎدىء اﻟﺴﺒﺒﯿﺔ اﻻﺣﺘﻤﺎﻟﯿﺔ واﻟﻔﻠﺴﻔﺔ اﻟﻄﺒﯿﻌﯿﺔ ‪.‬‬
‫• ﯾﺴﺘﻨﺪ إﻟﻰ اﻟﻨﻈﺮﯾﺔ اﻟﺒﻨﺎﺋﯿﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻓﻲ ‪:‬‬
‫” اﻟﺘﺪرﯾﺲ ﻇﺎھﺮة ﻣﻌﻘﺪة ﻻ ﺗﺨﻀﻊ ﻟﻠﻌﻼﻗﺔ اﻟﺨﻄﯿﺔ ﺑﯿﻦ اﻟﻤﻌﻠﻢ واﻟﻤﺘﻌﻠﻢ ‪،‬‬
‫واﻟﺘﺮﻛﯿﺰ ﻓﯿﮭﺎ ﻟﯿﺲ ﻋﻠﻰ ﻣﺨﺮﺟﺎت اﻟﺘﻌﻠﻢ ﺑﻞ ﻋﻠﻰ ﻧﺸﺎط اﻟﻤﺘﻌﻠﻢ “‬
‫‪Dr. Mohamed AbdElnaby - ٩Library‬‬

‫‪2009‬‬

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫ﺧﺼﺎﺋﺺ اﻟﺘﺪرﯾﺲ ﻓﻲ ﺿﻮء اﻟﺒﺎراداﯾﻢ اﻟﻄﺒﯿﻌﻲ‬

‫• أھـﺪاف ﻏﯿﺮ ﻧﮭﺎﺋﯿﺔ ‪.‬‬
‫• ﺗﻌــﺰﯾﺰ داﺧــﻠﻲ ‪.‬‬
‫• ﺗﻘﻮﯾﻢ ﺑﻨﺎﺋﻲ ﺣﻘﯿﻘﻲ ‪.‬‬
‫• ﻧﺸﺎط اﻟﻤﺘﻌﻠﻢ واﯾﺠﺎﺑﯿﺘﮫ ‪.‬‬
‫• اﻟﻤﻌﻠـﻢ ﻣـﻮﺟــﮫ وﻣﺮﺷــﺪ ‪.‬‬
‫• ﻣﻨﮭﺞ ﻣﺮﺗﺒﻂ ﺑﺤﯿﺎة اﻟﻤﺘﻌﻠﻤﯿﻦ ‪.‬‬
‫• ﺗﺪرﯾﺲ ﺗﺄﻣﻠﻲ ﯾﺘﺴﻢ ﺑﺎﻟﻤﺮوﻧﺔ ‪.‬‬
‫• اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ ﺗﻌﻠﻢ اﻟﻤﻔﺎھﯿﻢ وﺣﻞ اﻟﻤﺸﻜﻼت ‪.‬‬
‫• ﺗﺄﻛﯿﺪ دور اﻟﻠﻐﺔ واﻟﺤﻮار ﻛﻮﺳﻂ ﻟﺘﻮﻟﯿﺪ اﻟﻤﻌﺮﻓﺔ ‪.‬‬
‫‪١٠‬‬
‫اﻟﺴﯿﺎق ‪Dr.‬‬
‫أھﻤﯿﺔ ‪Mohamed‬‬
‫‪AbdElnaby‬‬
‫‪- Library‬‬
‫اﻻﺟﺘﻤﺎﻋﻲ واﻟﺜﻘﺎﻓﻲ ﻟﻠﻨﻤﻮ اﻟﻤﻌﺮﻓﻲ ‪.‬‬
‫ﺗﺄﻛﯿﺪ‬
‫•‬

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫ﻣﺘﻐﯿﺮات اﻟﺒﺤﺚ ﻓﻲ اﻟﺘﺪرﯾﺲ‬
‫‪ .1‬ﻤﺘﻐﻴﺭﺍﺕ ﻤﺒﺎﺸﺭﺓ ‪On-line‬‬

‫ﺘﻘﻊ ﻋﻠﻰ ﺨﻁ ﺍﻟﺘﺄﺜﻴﺭ ﺍﻟﻤﺒﺎﺸﺭ ﻟﻠﻤﻌﻠﻡ ﻋﻠﻰ ﺘﻌﻠﻡ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‬

‫‪ .2‬ﻤﺘﻐﻴﺭﺍﺕ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ‪Off-line‬‬

‫ﺘﺅﺜﺭ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻟﻜﻨﻬﺎ ﻻ ﺘﻘﻊ ﻋﻠﻰ ﺨﻁ ﺍﻟﺘﺄﺜﻴﺭ ﺍﻟﻤﺒﺎﺸﺭ ‪،‬‬
‫ﻭﻻ ﺘﺨﻀﻊ ﻟﺘﺤﻜﻡ ﺍﻟﻤﻌﻠﻡ ‪.‬‬

‫‪Dr. Mohamed AbdElnaby ١١‬‬
‫‪- Library‬‬

‫‪2009‬‬

Dr. Mohamed AbdElnaby - Library

2009

On-Line Variables ‫اﻟﻤﺘﻐﯿﺮات اﻟﻤﺒﺎﺷﺮة‬
Learning Outcomes ‫ ﻤﺨﺭﺠﺎﺕ ﺍﻟﺘﻌﻠﻡ‬.A
Learning Activities ‫ ﺃﻨﺸﻁﺔ ﺍﻟﺘﻌﻠﻡ‬.B
Interactive Teacher Behaviour ‫ ﺍﻟﺴﻠﻭﻙ ﺍﻟﺘﻔﺎﻋﻠﻲ‬.C
Preactive Teacher Behaviour ‫ ﺍﻟﺴﻠﻭﻙ ﺍﻟﻘﺒﻠﻲ ﻟﻠﻤﻌﻠﻡ‬.D
Teacher Competencies ‫ ﻜﻔﺎﻴﺎﺕ ﺍﻟﻤﻌﻠﻡ‬.E
Pre-existing Teacher Characteristics‫ ﺨﺼﺎﺌﺹ ﺍﻟﻤﻌﻠﻡ ﺍﻟﺸﺨﺼﻴﺔ‬.F
2009

Dr. Mohamed AbdElnaby ١٢
- Library

Off-Line ‫اﻟﻤﺘﻐﯿﺮات ﻏﯿﺮ اﻟﻤﺒﺎﺷﺮة‬
Variables

Dr. Mohamed AbdElnaby - Library

2009

Individual student ‫ ﺍﻟﺨﺼﺎﺌﺹ ﺍﻟﻔﺭﺩﻴﺔ ﻟﻠﻤﺘﻌﻠﻡ‬.G
characteristics
Internal context variables ‫ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺩﺍﺨﻠﻲ‬.H
External context variables ‫ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺴﻴﺎﻕ ﺍﻟﺨﺎﺭﺠﻲ‬.I
Teacher training variables ‫ ﻤﺘﻐﻴﺭﺍﺕ ﺘﺩﺭﻴـﺏ ﺍﻟﻤﻌﻠـﻡ‬.J
2009

Dr. Mohamed AbdElnaby ١٣
- Library

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫اﻟﺼﯿﻎ اﻻرﺷﺎدﯾﺔ ﻟﺠﻮدة اﻟﺘﺪرﯾﺲ‬
‫‪ ü‬ﻤﺨﺭﺠﺎﺕ ﺘﻌﻠﻡ ﺃﻓﻀل )‪.(Type A‬‬

‫‪ ü‬ﺃﻨﺸﻁـﺔ ﺘﻌﻠﻡ ﺃﻓﻀل )‪.(Type B‬‬

‫‪ ü‬ﻤﻤﺎﺭﺴﺔ ﻤﻌﻠﻡ ﺃﻓﻀل )‪.(Type C‬‬

‫‪ ü‬ﺘﺨﻁﻴﻁ ﻤﺴﺒﻕ ﺃﻓﻀل )‪.(Type D‬‬

‫‪ ü‬ﻜﻔﺎﻴﺎﺕ ﺘﺩﺭﻴﺱ ﺃﻓﻀل )‪.(Type E‬‬

‫ﺸﺨﺼﻴﺔ ﺃﻓﻀل )‪.(Type F‬‬
‫‪ ü‬ﺨﺼﺎﺌﺹ‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬
‫‪١٤‬‬

‫‪2009‬‬

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫اﻟﺘﻄﻮر اﻟﻤﺴﺘﻘﺒﻠﻲ ﻟﻠﺒﺤﺚ ﻓﻲ اﻟﺘﺪرﯾﺲ‬

‫• ﻤـﻼﻤـﺢ ﻋﺎﻤـﺔ ‪:‬‬
‫• إﻋﺎدة اﻟﻨﻈﺮ ﺣﻮل ﻣﻔﮭﻮم ﺟﻮدة اﻟﺘﺪرﯾﺲ ‪.‬‬
‫• ﺗﺠﻨﺐ اﻟﺘﺒﺴﯿﻂ اﻟﺰاﺋﺪ ﻓﻲ ﻧﻤﻮذج اﻟﻌﻤﻠﯿﺎت – اﻟﻨﻮاﺗﺞ ‪.‬‬

‫• ﺗﺆﺛﺮ ﻣﺘﻐﯿﺮات اﻟﻌﻤﻠﯿﺎت ﻓﻲ اﺿﻌﺎف ‪ Attenuate‬اﻻرﺗﺒﺎط‬
‫ﺑﯿﻦ ﻣﺘﻐﯿﺮات اﻟﻤﺪﺧﻼت وﻣﺘﻐﯿﺮات اﻟﻤﺨﺮﺟﺎت ‪.‬‬
‫• اﻟﺒﺤﺚ ﻓﻲ اﻟﻌﻼﻗﺎت ﺑﯿﻦ ﻣﺘﻐﯿﺮات اﻟﺘﺪرﯾﺲ اﻟﻤﺘﺠﺎورة ﯾﻤﺜﻞ‬
‫‪.‬‬
‫اﻟﻤﺴﺘﻘﺒﻞ‬
‫ﻟﺒﺤﻮث‬
‫أﺳﺎﺳﯿﺔ‬
‫ﻗﺎﻋﺪة‬
‫‪2009‬‬
‫‪Dr. Mohamed AbdElnaby ١٥‬‬
‫‪- Library‬‬

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫أﻧﻮاع ﺑﺤﻮث اﻟﺘﺪرﯾﺲ اﻟﻤﺴﺘﻘﺒﻠﯿﺔ‬

‫• اﻟﻨﻮع ‪ : AB‬ﺑﺤﻮث اﻟﺼﻒ اﻟﺪراﺳﻲ‬
‫ﯾﺒﺤﺚ ﻓﻲ اﻻرﺗﺒﺎط ﺑﯿﻦ ﻣﺨﺮﺟﺎت اﻟﺘﻌﻠﻢ وﺧﺒﺮات ﺗﻌﻠﻢ اﻟﻄﻼب‬
‫• اﻟﻨﻮع ‪ :BC‬ﺑﺤﻮث اﻟﺼﻒ اﻟﺪراﺳﻲ‬
‫ﯾﺒﺤﺚ ﻓﻲ اﻻرﺗﺒﺎط ﺑﯿﻦ ﺳﻠﻮك اﻟﻤﻌﻠﻢ واﻧﺸﻄﺔ ﺗﻌﻠﻢ اﻟﻄﻼب‬
‫• اﻟﻨﻮع ‪ : CD‬ﺑﺤﻮث ﺻﻨﺎﻋﺔ اﻟﻤﻌﻠﻢ ﻟﻠﻘﺮارات‬
‫ﯾﺒﺤﺚ ﻓﻲ اﻻرﺗﺒﺎط ﺑﯿﻦ اﻟﺴﻠﻮك اﻟﻘﺒﻠﻲ ﻟﻠﻤﻌﻠﻢ وﺳﻠﻮﻛﮫ‬
‫اﻟﺘﻔﺎﻋﻠﻲ داﺧﻞ اﻟﺼﻒ‬
‫‪Dr. Mohamed AbdElnaby ١٦‬‬
‫‪- Library‬‬

‫‪2009‬‬

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫ﺗﺎﺑﻊ أﻧﻮاع ﺑﺤﻮث اﻟﺘﺪرﯾﺲ اﻟﻤﺴﺘﻘﺒﻠﯿﺔ‬

‫• اﻟﻨﻮع ‪ : DE‬ﺑﺤﻮث ﻛﻔﺎﯾﺎت اﻟﻤﻌﻠﻢ‬
‫ﯾﺒﺤﺚ ﻓﻲ اﻻرﺗﺒﺎط ﺑﯿﻦ اﻟﺴﻠﻮك اﻟﻘﺒﻠﻲ ﻟﻠﻤﻌﻠﻢ وﻛﻔﺎﯾﺎﺗﮫ‬

‫• اﻟﻨﻮع ‪ : EF‬ﺑﺤﻮث اﺧﺘﯿﺎر اﻟﻤﻌﻠﻢ‬
‫ﯾﺒﺤﺚ ﻓﻲ اﻻرﺗﺒﺎط ﺑﯿﻦ ﻛﻔﺎﯾﺎت اﻟﻤﻌﻠﻢ وﺧﺼﺎﺋﺼﮫ اﻟﺸﺨﺼﯿﺔ‬
‫‪Dr. Mohamed AbdElnaby ١٧‬‬
‫‪- Library‬‬

‫‪2009‬‬

Four Categories of Learner Characteristics2009

Changing

Stable

Dr. Mohamed AbdElnaby - Library

2009

Similarities

Differences

• Sensory Capacities
• Information Processing
• Types and Condition of
learning

• Intelligence Quotient
• Cognitive Styles
• Psychosocial Traits
• Gender, Ethnicity and
Radical group

Development Process
• Intellectual
• Language
• Psychosocial
• Moral

Development State
• Prior Learning
• General
• Specific
Dr. Mohamed AbdElnaby ١٨
- Library

Dr. Mohamed AbdElnaby - Library

2009

Kinds of Learner Characteristics
Cognitive •

Similarities

Differences

Physiological •

Stable•
Changing•

Stable•
Changing•

Affective •
Social•

Specific Prior Knowledge

2009

Dr. Mohamed AbdElnaby ١٩
- Library

Dr. Mohamed AbdElnaby - Library

2009

Implication for Instructional Design
• Pace

• Medium

• Feedback

• Practice

• Concreteness &
Abstraction

•Learner control

•Relevance Statement

• Attention
• Context of
Examples

• Grouping

•Vocabulary

• Chunking

•Reinforcement

•Response mode

• Time

• Context of Practice
Items

• Number of
Examples

• Structure

•Amount of Practice

2009

• Reading level

• Learning
guidance
Dr. Mohamed AbdElnaby ٢٠
- Library

Dr. Mohamed AbdElnaby - Library

2009

Component of Instructional Strategies

Organizational
Strategies
Macro strategies scope•
and sequence structure
Micro strategies•
expanded instructional
events.
2009

Delivery
Strategies

Management
Strategies

Media selection •

Scheduling •

Grouping•
strategies.

Acquisition of•
resources.

Dr. Mohamed AbdElnaby ٢١
- Library

Dr. Mohamed AbdElnaby - Library

2009

Expanded instructional events.

Introduction
Body

Conclusion
Assessment
2009

Dr. Mohamed AbdElnaby ٢٢
- Library

Dr. Mohamed AbdElnaby - Library

Component of Instructional Strategies

2009

World-Related
• Space .
• Time .
• Physical attributes.
Utilization-Related
• Procedure .
• Frequency of use .
Inquiry-Related
Learning-Related
• Prerequisites.
•Familiarity .

Elaboration Model
2009

Concept - Related

Dr. Mohamed AbdElnaby ٢٣
- Library

Dr. Mohamed AbdElnaby - Library

2009

Purposes of Evaluation Are….
To assess learners achievement of objectives
and to evaluate effectiveness of instruction.

Assessment Models
Norm-referenced-Developed to rank the order of
learners
Criterion-referenced-Developed to determine
learners competence on particular objective .
2009

Dr. Mohamed AbdElnaby ٢٤
- Library

Dr. Mohamed AbdElnaby - Library

2009

Characteristics of assessment instrument
Validity :
Does it measure what it purposes to measure ?
Does it sample the possible domain of items
adequately ?

Reliability :
Is the measure objective and consistent ?
Can one have confidence that scores represent
learners true abilities?
2009

Dr. Mohamed AbdElnaby ٢٥
- Library

Dr. Mohamed AbdElnaby - Library

2009

Assessment Item Specification
• Objective
• Sample item
• Question form
• Question Characteristics
• Response Characteristics
• Number of items and mastery criteria
2009

Dr. Mohamed AbdElnaby ٢٦
- Library

Dr. Mohamed AbdElnaby - Library

2009

Dr. Mohamed AbdElnaby Elsayed Ghanem
Faculty of Law. Tanta University. Egypt
http://dr--mohamed-abd-elnaby.spaces.live.com

Dr. Mohamed AbdElnaby - Library
http://www.esnips.com/user/DrMohamed

Dr. Mohamed AbdElnaby Flickr Photos & Video
http://www.flickr.com/photos/dr-mohamed-abdelnaby

Dr. Mohamed AbdElnaby's Channel - YouTube
http://www.youtube.com/DrMohamedAbdElnaby

Dr. Mohamed AbdElnaby Law Group
http://chat.paltalk.com/g2/group/1240672998
Copyright © 2006-2009 Dr. Mohamed AbdElnaby

2009

Dr. Mohamed AbdElnaby - Library

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