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א
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ﻣﻠﺨﺺ اﻟﺪراﺳﺔ
- /دא 4 2س 0 1 -د א). ' א & אم ,ذج א) ( א " !" #$א
@ K:F ; ً F E٨٠٨F ; #א IJאHول 0 =< ? א> = :. ; ،2 8ل א) 5 6א
א ; V Nא ،2 8و TU د א ،L @ Mو ; STNذ 4 O P0 Q Rس 4س א)5 6
4- א) ( ' \ O4א[$א<@ 2 8 א א & م א YZא = /א W-Xא 4ن ،و /> @ 2 - Nא
)[$א2 8 4- bא ; 8 a40 2א` ود א 4 وא _אJ ]^ 1א 4س وNن א).
، TوNوeX א N c ، Tن "= d 1 O P0 Rא 4-א , a 2ذج א) ( א ,ذج א) (
/ -د - S \ 1دא f 4 d 2א) 2 " 6א ?& Jو0 & אم ,ذج א) ( א YZ
د. د אH $ א 2א -دא d 2א).
Education Administration
Makkah
Kingdom of Saudi Arabia
Abstract
The aim of this study is to use "Item Response Theory" for the individual test in calibrating
the vocabulary of the scale of the direction towards mathematics, through an organized random
sample consisting of (808) students of the first grade secondary school. Therefore, a measure of
the trend towards mathematics was applied. The results of the study led to the realization of
theoretical assumptions about the response to the investigated paragraph in the scale. The extent of
the values of the parameters of difficulty and discrimination of the paragraphs falls within the
accepted limits of the assumptions of the gradual response model in some cases, The researcher
recommended the use of individual response models in the analysis of the vocabulary of some
trends and personal measurements and the vocabulary of some of the tests of multi-dimensional
knowledge.
ﻣﻘﺪﻣﺔ
] Nدא> e h ; :.ل א א א א [ Lو P0 1 g c 4م א 4س وא 4
p T n oאmא 2وN 1 mא ول א 4 [ ؛ !א lא א a ( = j 0א "Hא hא وi T 0
א) ( & אم @< ; Z:X א 2وא f 4 c f 4א) 6و\ - Sدא 0وא cq = mא).
K -د א).
; eدT ن 0 -د א). א) ( <@ F 1 ن f 4א) 6א J0 s
= ; א $Hאد؛ Y x 2 wv 2@ 4 @ >( u 0 @N c ،א X - ،و0 ; t א 8
iא 4س ^ ،و ; gy i @ 4א $HאدF .א zطE•"١٤٣٣، א -د א !O P L ^ 40 ; t
א 2وא f 4א & - /א). 01 -د א). א) ( & אم @< ! l Rא €Zن
ود א )(casas, et at, 2013 س c (ZFز E•"١٤٣٣،Lود א Fא ? v-و• E•"١٤٣٢،; .ود א cא
אد O4‡ 0 f 4 …Fد@ E•"١٤٣٦ ،iא "N #= s E•"١٤٣٥،Lود א Fא ود א )(Dai, 2013 دאL
א =? د 4س K א 8 $
pא sא & > = 1 #وא. eد^ אH و Xق @ > /א 0 f 4 8 و Y Zن
/ א 4س؛ و!" STHא ^ م א YZ א4 s 4 א 0و ، (> @ g -0و 1 R !cو-X
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-د א) ( - Tدא<@ m 8 1 0 dא f 4א ،2 8وذ Š Rאد" و 1 X .د א
. א).
ﻣﺸﻜﻠﺔ اﻟﺪراﺳﺔ
e = = > و= =40 م א@ @Š w1لא & א א 2وא f 4א =- د א). @< ‹א )
א & אم ,ذج א =< ! א =< $ 2m T ، Kא P0 dא ،و@ ( < א 4سא 4 @<
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أﻫﺪاف اﻟﺪراﺳﺔ
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K -د א). א) ( Ebو , O$ذج @< وא א 2א 4س Fא J _ א2 40 J٢
-د א) ( ^ , 2ذج @< א 2א 4س 4 Pא) ( ; 2 eدT h J٣א
K א).
أﻫﻤﻴﺔ اﻟﺪراﺳﺔ
WW $ א א "N S€ 0
- /دא1 0 dא f 4א0Qs א =f- و !" t ^ J١א א ‡ Yא w 1 v€Zل א [
. ; א (> @ 1 4€ T - ‘2 = e 4 P0 S א` 4 €س ،א s m 8א =<
א 2א >:؛ وذ J‡ Rل eد^ e hא ; tא א Pقא sא P م\1 J٢אŠ
K2 8 د א א 2 " 6א 5 K:P 40 1 ’cN
ﻣﺼﻄﻠﺤﺎت اﻟﺪراﺳﺔ
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א Nدא mא -د eא N e= j ، 4-ن ” aא 4-אf 40 2 وא-0 n4$ Z ^ f 40 Nن 4$א 2א).
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Fא =،Lb . eאTŠ Sא ' aTא– -ض ^ 0و gMq0 ' f Nن -.ق א $Hאد 1א).
E١٦ W•"١٤٣١
W 2א). =‡=e J
(Fraley, et.al, 2א gy ] ; Nو א 4س = Sc 2א " t sא). א =‡=c IJ e
)K2000:353
: — bא 4- J
F ،אW•"١٤٣٧ ،i™ z ]א 4 = ل א 1 gyא Zل א) ( א $˜ ‡ ‡Jאد eא -د
E٢٣٥٥
س ٢٠١٨م − 56١٤٣٩ 0 − -د /א. #) * + ,א( −א * د א
'" دא "#س א & $ %א د א ذج א אم א
ﺣﺪود اﻟﺪراﺳﺔ
4 :س 5 6:د א K:P 2 8א IJאHول א KL @ € Z Jود 8
Z Jود ز @ :א SJ-א א WאHول م א א KE•"١٤٣٧ - ١٤٣٦F W
K א @ K:F ; = Wא IJאHول א = j L @ € Z Jود
اﻹﻃﺎر اﻟﻨﻈﺮي
ن S \ 1א -دא 2ذא 2א) ( 2א د c ، ,ذج א) ( 2א Tא אد‹א M 4 P
= 4ً P0ذج אش و = ‹ 0ذج @gم א W> =€א א [ ،و^ :. ; #ل "!א א = ذج 2 4 P0
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Fא " E٣٣،K
א f-@ e S ?0 i0א د ; 2 V$א) ( ،و ; و) ?[ط !" 1א א = ذج Nن 0ن ” a
; א [א 2א 2א ^ -و د "! א א [א ; S^N 2د ن - Sد א [ — bوא Zوw
אKu ‡X Z 2 V$א) (
اﻟﺪراﺳﺎت اﻟﺴﺎﺑﻘﺔ
Wא SZ 5 2 8א q Jد א א ? v-و• 4 m = ' #$ " E•"١٤٣٢F ; .س א2 " 6
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2א،W z و 4 O$س @ ; E٥٧F א H 2 8دن ،و Xא 1 YZد א 4 i
א ، 4وNن א 4س 4م eJ^N ; Nن "= d 1 4 P0 Rא א , a 2ذج و /> @ 2 - Nא א
אK2 nא J = L 2و qP. S^q ^
Jد א (Zز ' #$ " E•"١٤٣٣F Lא & אم , ZNذج @< א ( א 4-وذ 2 @ S \ 1 R
; Fא IJא ™ 4س א) 5 2 " 6א م א` ? = ، 0א> ^ œא F E٦٨٠FوF
2א ،W zو2 - N و 4 O$س @ ; E٦٦F 4 Hدن ،و # Xא 1 €Zد א
& אم @< א ، 4وNو #Xא א ; Nن "= d 1 4 P0 Rא א , a 2ذج @ > /א א
-د J0 1א f 4و = > K א) (
[و@،W א 2א א SXאŠ ] e h " ' #$א )(casas, et at , 2013 س c Jدא
4
א €Zن 1א א ; Fא Zא ، @ q @ €وX = ? א> ^ œא F E٥٢٥F
; Nن "= d 1 4 P0 R ، Wو /> @ 2 - Nא א 2א א 2و 4 O$س @ ; E١٠F
-دK א א , a 2ذج @< א) (
= ، -د 1א ‡ • א[ א) ( Jد א دא , O P0 ' #$ " (Dai , 2013) Lذج @<
@ 4 ،و Xא 1 YZא א q ; Fא Zאž ? א> ^ œא F E٨٤F
; Nن "= d 1 4 P0 Rא אa 2 2א ،W zو /> @ 2 - Nא א و 4 O$س ; E٦٤F
-د S \ 1א א^0 6 I & אم @< א) ( -د ،وNو #Xא א א) ( ,ذج @<
א KK:P
א 2א אSX [ 4س א Ÿ> Jzא 40 ' #$ " E•"١٤٣٥F L Jدא א
وא` ، €و^ א & م א = /א W-Xא ‡ = W א[ Šو@ ] Wא א" <@ m 8 1 v4א 4س א 4
@ ; 4 ‡ ; ،و Xא 1 YZد א ; Fא Zא@€ ? א> ^ œא F E٤٢٠F
-د _ ; د^ <@ 40א) ( ،Wو /> @ 2 - Nא א 2אz و 4 O$س E٣٠F
و , O$ذج -د N P0 1دوאT 2 & אم @< א) ( وא ،bوNو #Xא א אJ
א) ( א K T
? = ،2א> ^ œא Jد א … د@ 4 m = ' #$ " E•"١٤٣٦F iس א F ] S(zאž
وO$ @ ; E٩٧F א ، gو Xא 1 YZد א 4 i ;T F F E٥٢٦FوF
، א 4 א , a 2ذج ; Nن "= d 1 4 P0 Rא 2א ،W zو /> @ 2 - Nא א 4س
א) ( & אم @< ، PوNو #Xא א ! 2و Lא 4א وNن א 4س 4م 4 ’cNא ; א
-د J0 1א f 4و = > K
ﻣﻨﻬﺞ اﻟﺪراﺳﺔ
" א = /א W-Xא ‡ KW א` א א = /א >:
س ٢٠١٨م − 56١٤٣٩ 0 − -د /א. #) * + ,א( −א * د א
'" دא "#س א & $ %א د א ذج א אم א
ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ
SJ-אHول ; א م א ” K:F aא IJאHول א = j L @ € א a w S€tא
=< م א 4א 2وא KW J- د" F E٧٦٤٩F א E•"١٤٣٧ - ١٤٣٦F Wא !œ L א
ﻋﻴﻨﺔ اﻟﺪراﺳﺔ
; K:F ; ً F E٨٠٨Fא IJאHول א = j L @ € 0 X1א= > א` א = א @# 0
دאS. pא [ وא א \ Q Y Z،א ^ aא yžא1 a w ; E٪١٠{٦Fא = א
M ،p S א m ¥N \ M ، p0א א س א @ € وא œد" ¦ א =
[ p Sc ; v א س ? א> 4 Pא = א ? א> א =< ،وذ Rא^a ? א.
אs IJאHول א ; L @ €א = ? א> ; א J-ل א א ذ ^ Rم א . YZ M، وא
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; "! א א س א ? K Sc 1 F
أدوات اﻟﺪراﺳﺔ
،2 8 & אم 4س 5 6:א ; ^ ، 0)• 0م א YZ وאTŠ א ‡ "N O 4א hא
Wو 4 ¨ -XسW و$
د eא 2 " 6א 5 K:P h ؛ وذ STN ; Rא א א ^ م © אد "!א א 4س
NF WوאN ، ? O$وgª ،O$ 2א ،و 4 ً 4$س ن "!א א 4س ; E٢٠F א ،2 8و
،2 8وא)5 6 ع א gª ،O$א ،E ? O$و « N \ Qو 4س " Wא) 5 6א)
א2 f¦ « S א ،2 8א) K c 5 6א ،2 8 "Nא ،2 8א)5 6
،و^ K:F ; = e O Fא IJאHول א = j L @ € א T 2و א2 e S ?0
Sא 0ط gن א 0 sאوi ^ #Z & אم م א א ،E•"١٤٣٧F Wو X K Z Qق א 4س א
KE•"١٤٣٧، c 2:و@ ¬ F K - Nא & אم 2 M N ،E٠{٣٦ - ٠{٧٣F vא 4س E٠{٨٧F œ 4$
ﻧﺘﺎﺋﺞ اﻟﺪراﺳﺔ
SאHول E٥{٥٧٩Fو"a @ 4 -0 W ; /> @ g?0א ‡ T 1 Sول N ' E١Fن ^ א !žא
®™ אً eو Tد > S א Sא o-&= ] .Hو 4و"!א = 4א א ،SوNن 4א!žو א
S Sc ; א !$ L = & אم ,ذج א) ( N. 4- ªHאض א ‡ S ZN uTد א
Sא W@ € SאHول ; E٪٢٧{٨٩٥Fא ; א @ = ،Wא ; א - N °ن @ א ; א -
@a @ 4א ; SאHول ; E٪٩{٧٠٩Fא ; א . Wو N =" ±Z:ن @ א ; א -
Sא א Sא ^ 4و T 4אLN ، Sא N ±Z: c ،W@ €ن א -وق p @ 1א ; א - א-
SאHول و"!א O4\ uT m =€א a žא א S ;א -
و™ iא 4א p @ 1א Nن "= — @ :M
ZNد א 2 @ 1א 4سK
4س Nن "= 1 ) \ R @ א Sא = :. ; ±Z:@ cل א S €א @ 4 Wא!žو א
ل N ; t > Sن 4א א o N uT ² Sو Tد Sא =‡= = eא Sא W@ €و e4א 4 S
و u8ذ Rא ? Sא WW = ZN e iد א
،E١{١٧F א4 n j وE٢{٣٥ - ٠{٦٦F v §[אو0 2א b _א ^ ] نN E٢F ولT v
² ، o-&= ^ W" وE٠{٠٩F ^ L אqPz!א אŒ n j وE٠{١٦ - ٠{٠٨F v § [אوL qPµو
2 ^ א2P نN ولž ; א±‡ c ، = نc 2א b ن _ אN e ®™ אWP
gª ; ل4 @)אF W" وB2 و،EO$ אgª ' ? O$ אgª ; ل4 @)אF W" وB1 J א2 ^ ®™ א- א
] ; אp P ل א4 @= א 0 دאدb0 ، E ? O$ ' אO$ ل ; א4 @)אF W" وB3 و،EO$ ' אO$א
2 ^ ®™ א- א2 א2 P 4 L אqPz אW@ 0 ً o N ±‡ @ c ،i= e H] א ' אS^Hא
& אم س4 א2א Jא 40 ^ دv و"!א،E٠{٢٨ - ٠{٠٥F v i ^ §[אو0 L! א Jא
; d-&= ] א ‹א ; אm س4 אPy s א2 א4 ع ] א0 אe ل c ، T ذج א) ( א,
WW אS ? א1 c @ S c س4 א2 دאe=‡= د¢ Q c ،a-0 ] א אe Z و4 א
K2 دא אe=‡= KE٢F S ™
א 2א s دא א -د زאد زאد^ 2 X . e=‡= ; o N uoא 4سc i@N E٣F S ™ ، c
א $HאدK 4 W = ،و"!א ل eא 0ق א [ u Tא ª i= tאTŠ
א 2א 4س ; 8 a40 b وא _אJ ]^ و ? Sم ©$ن @ > /א ®אل א N v 0 W@ €ن
KT )[$א , 2 8ذج א) ( א א` ود א 4
gª Wدא ' g? ² ، ‹ > JZ א 2א 4س א د אSXN ; 2 @ ‡ T ; ±ول N E٣Fن ¶ @W
א2 = אN ،E١٩{١٤{١٢{١١{١٠{٨{٧{٦F W" 2 ، Tو"! א א ,ذج א) ( 4 P
] = > JZ ' 4 Pو Tد د) a 0 L-c 4$ ،E٢٠{١٨، ١٧{١٦{١٥{١٣{٩{٥{٤{٣{٢{١Fد ^ #
. T א , 2ذج א) ( א م !" 4 Pא E٠{٠٥و"!א ?' g ≥ α د) F
KT א , a O P 0 2ذج א) ( א ©$ Wن @ > /א ®אل א N ' g?0 Y €ن dא و
اﻟﺘﻮﺻﻴﺎت
K:Pوא O 8ع א 1 8א 4س وא :. ; ، 4ل =0ول א !" 2m Tא
WXא WW j YZ א` א א ،و = e ‹mא = > /א # X 0 s وא [ א
. -د - S \ 1دא f 4 d 2א) 2 " 6א ?&J א & אم ,ذج א) (
د. د אH $ א 2א - /دא d 2א). -د 01 א) ( א & אم @<
اﻟﻤﺮاﺟﻊ
اﻟﻤﺮاﺟﻊ اﻟﻌﺮﺑﻴﺔ
[ 2א w ،2א\ د אž אž (Zز 4 m = KE١٤٣٣F KLس אF ] S(z (Zزy0 ،L
د K٧٨ - ٥٩ ،٤ א = ،f-א· ،٩א و
8 SZ 5 2 8א qא Wא … د@ ،iد « د@ W $ ،iא :و@ 4 m = KE١٤٣٦F Kس א2 " 6
א = ،f-א· و [ 2א א = , ; O€ذج אش w ،א\ د אž א 4 و , O$ذج
د K٢٤٧ - ٢٢٣ ،٢ ،١٣א
א2 2 > JZא $Hאد وא 4-א 1 2א. MN žא & 40 e v א iF ،i™ zא F MN KE١٤٣٧F Ki™ zق
م א، @ @Š א =( § • xHא א` 1 €א 4سT w ، د و O$א =< ; א).
دK٢٣٦٦ - ٢٣٤٧ ،١٢ א· ، ٣٠א
?; I 1א \ W Jو , O$ذج אش ZNد Lא א zط T ،א zط KE١٤٣٣F Kد 4 P Tא.
א ،eJ^Hא· T w ،W ] Fא IJא ; €אH 8 א 2א 1א $א ]א
دK١١١ - ٨٧ ،١ ،١٦א
« Wא 1 aT 4$ m = 1א 2א. 4- א) ( د س KE١٤٣٧F Kא & אم @< د س« ،
א =( § T w، /و O$א = ذج א W> =M s Tא د א /و 4- 2 8א > =M 2א א
د K١٤٨٠ - ١٤٥٣ ،٧ م א ، @ @Šא· ،٣٠א • xHא
و O$א 4س 4 א 4 Nو = f 0ن 4 [ ). Wز KE١٤٣٠F KL cא Ÿ> Jzא ز،L c
د cא gª ، א X <$ ‡j P א Zא ]F Wو ,ذج אش : א
د K Nم א ،] 4א =? T ،
م א` 0و<@ O$ א ? o@ ،v-ل א ? …N ،v-א ? 4 2 @ S \ KE١٤٣٢F Kv-س א) 5 2 " 6א
א = ،f-א· ،١٠א د K١٦١ - ١٢٥ ،٢ [ و 2א w ، 4-א\ د אž א) (
- /دאd 2 01 -د א). א " KE١٤٣١F KKא & אم ,ذج א) ( א " « ،K
א= KJ ، د cא T ، ?= gª ، $ א 2א א).
א ( و<= 4ً $ )(IRT _ א 4-و 2 Mא). e א = S ™ MN KE١٤٣١F KLbא 4- א =« ،Lb
® ،i0א HدنK T ، ?= gª g T א ، 4-
S \1 א 4 א & אم ,ذج א א" $ KE١٤٣٠F K א «، Z &$و &$ JZ ،و@N ،
א =¸ f- و P^ s Tوא = w ،א ‡ 1 Yא [ ]F א א S.א -دא 4 2س
د K١٧٥ - ١٣٥ ،٢ א = ،א· ،٢٢א
س ٢٠١٨م − 56١٤٣٩ 0 − -د /א. #) * + ,א( −א * د א
"' א$ % & " س א# دא د א ذج א אم א
0 " 6 وאL @ M ولH אIJ אK:P 2 8 א1W א אS J‡ א 40 KE١٤٣٧F K א א ، א
K د א،] 4 م אN T ، ?= gª g T ، א = j "5
اﻟﻤﺮاﺟﻊ اﻷﺟﻨﺒﻴﺔ
References
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Dai, T. (2013). Applying item response theory modeling in educationa research, Unpublished PhD thesis , Iowa
State University, USA
Fraley. R, Waller, N.& Brennan, K.(2000). An Item Response Theory Analysis of Self Report Measures of Adult
Attachment. Journal of Personality and Social. Psychology, Vol 78, No 2,350-365.
Hambleton,R.,Swaminthan, H.& Rogers, H.(1991). Fundamenta of Item Response Theory, International Educational
and Professional. Publisher Newbury park.
Zopiuogiu, C..(2012).estcrm an r package for samejima s continuous irt model, applied psychological measurement,
Vol 36, No 2,149-150.