الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 153
Lebanon, Iraq, Oman, Palestine). Many factor models were tested, butonly the four-dimension
model showed a good fit. Measurement invariance was established across the countries, sex, and
age groups. Results offered strong support based on strict tests for the factor structure of the reduced
set. Consistent support was found for configural and metric invariance between countries,
and scalar invariance was demonstrated under some circumstances. Support was also found for
configural, metric, and scalar invariance for sex and age differences.
) (3ﻓﺘﺢ ﷲ ،ﻣﺤﻤﺪ .وآﺧﺮون .(2021) .ﺗﺤﻠﯿﻞ ﻣﺴﺘﻮﯾﺎت ﻧﻮﺑﺎت اﻟﮭﻠﻊ ﻣﻦ ﺟﺎﺋﺤﺔ ﻛﻮروﻧﺎ ﺑﺎﺳﺘﺨﺪام ﻧﻈﺮﯾﺔ اﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﻤﻔﺮدة:
دراﺳﺔ ﺗﺸﺨﯿﺼﯿﺔ ﻋﻠﻰ ﻋﯿﻨﺎت ﻣﻦ اﻟﻤﺠﺘﻤﻌﺎت اﻟﻌﺮﺑﯿﺔ .ﻣﺠﻠﺔ ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ .ﺟﺎﻣﻌﺔ اﻟﻌﺮﯾﺶ.27 .
http://dx.doi.org/10.21608/FOEJ.2021.78424.1044
ھﺪﻓﺖ اﻟﺪراﺳﺔ إﻟﻰ إﻋﺪاد وﺗﻄﻮﯾﺮ ﺑﻨﻚ أﺳﺌﻠﺔ ﻟﻘﯿﺎس ﻧﻮﺑﺎت اﻟﮭﻠﻊ ﻣﻦ ﺟﺎﺋﺤﺔ ﻛﻮروﻧﺎ COVID-19وﻓﻘﺎ ﻟﻨﻈﺮﯾﺔ اﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﻤﻔﺮدة
IRTوﺗﻘﯿﯿﻢ اﻟﻤﻌﺎﯾﯿﺮ اﻟﺘﺸﺨﯿﺼﯿﺔ ﻟﻤﺴﺘﻮﯾﺎت ﻧﻮﺑﺎت اﻟﮭﻠﻊ ﺑﺎﺳﺘﺨﺪام درﺟﺎت اﻟﻘﻄﻊ ﻓﻲ اﻟﻤﺠﺘﻤﻊ اﻟﻌﺮﺑﻲ ،وﻣﻘﺎرﻧﺔ ﻧﻮﺑﺎت اﻟﮭﻠﻊ ﻟﺪي
ﺑﻌﺾ اﻟﻔﺌﺎت اﻟﻤﺸﺎرﻛﺔ ﻓﻲ اﻟﻤﺠﺘﻤﻊ اﻟﻌﺮﺑﻲ .وطﺒﻖ اﻟﻤﻔﺮدات ﺑﻨﻚ اﻷﺳﺌﻠﺔ ﻋﻠﻰ ﻋﯿﻨﺔ ﻣﻦ اﻟﻤﺠﺘﻤﻊ اﻟﻌﺮﺑﻲ إﻟﻜﺘﺮوﻧﯿﺎ ،ﻓﺒﻠﻐﺖ ﻋﯿﻨﺔ
اﻟﺘﺪرﯾﺞ ﻟﻠﻤﻘﯿﺎس ) (452ﻣﺸﺎرك ﺗﻢ اﺳﺘﺒﻌﺎد ﻋﺪد ) (6أﻓﺮاد ﻟﻌﺪم ﻣﻄﺎﺑﻘﺘﮭﻢ ﻻﺷﺘﺮاطﺎت ﻧﻈﺮﯾﺔ ،IRTﻛﻤﺎ ﺗﻜﻮﻧﺖ ﻋﯿﻨﺔ اﻟﺪراﺳﺔ
اﻷﺳﺎﺳﯿﺔ ﻣﻦ ) (2285ﻣﺸﺎرك ﻣﻦ اﻟﺪول اﻟﻌﺮﺑﯿﺔ .واﻋﺘﻤﺪت اﻟﺪراﺳﺔ ﻋﻠﻰ ﺑﺮﻧﺎﻣﺞ WINSTEPSﺣﯿﺚ اﺳﺘﺨﺪام ﻧﻤﻮذج اﻧﺪرﯾﺶ
ﻓﻲ ﺑﻨﺎء وﺗﺪرﯾﺞ اﻟﻤﻔﺮدات اﻻﺧﺘﺒﺎرﯾﺔ .واﺷﺘﻤﻞ ﺑﻨﻚ اﻷﺳﺌﻠﺔ ﻓﻲ ﺻﻮرﺗﮫ اﻟﻨﮭﺎﺋﯿﺔ ﻟﻠﺘﻄﺒﯿﻖ اﻻﺳﺘﻄﻼﻋﻲ ﻋﻠﻰ ) (69ﻣﻔﺮدة اﺧﺘﺒﺎرﯾﺔ،ﻣﻮزﻋﺔ ﻋﻠﻰ ) (6أﺑﻌﺎد ھﻲ أﻋﺮاض ﺟﺴﺪﯾﺔ ) (13ﻣﻔﺮدة ،أﻋﺮاض ﻧﻔﺴﯿﺔ واﻧﻔﻌﺎﻟﯿﺔ ) 11ﻣﻔﺮدة( وأﻋﺮاض ﻣﻌﺮﻓﯿﺔ وﻋﻘﻠﯿﺔ )11
ﻣﻔﺮدة( وأﻋﺮاض اﺟﺘﻤﺎﻋﯿﺔ ) 7ﻣﻔﺮدات( وأﻋﺮاض ﻋﺎﻣﺔ ) 13ﻣﻔﺮدة( .اﻟﻤﻤﺎرﺳﺎت اﻟﯿﻮﻣﯿﺔ )اﻟﻤﻌﯿﺸﯿﺔ( ) (12ﻣﻔﺮدة ،ووﻓﻘﺎ ﻟﺸﺮوط
واﻓﺘﺮاﺿﺎت ﻧﻈﺮﯾﺔ اﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﻤﻔﺮدة IRTوﺗﻢ ﺣﺬف ﻣﻔﺮدﺗﯿﻦ رﻗﻤﻲ ،69 ،22وﺗﻢ ﻗﺒﻮل ) (67ﻣﻔﺮدة ﺑﺒﻨﻚ اﻷﺳﺌﻠﺔ وﺗﻤﺘﻌﺖ ﺗﻠﻚ
اﻟﻤﻔﺮدات اﻟﻤﻘﺒﻮﻟﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﺑﺨﺼﺎﺋﺺ ﺳﯿﻜﻮﻣﺘﺮﯾﺔ وﺛﺒﺎت ﺑﺪرﺟﺔ ﻣﻨﺎﺳﺒﺔ ،ﺑﻤﺎ ﯾﺴﻤﺢ ﺑﺎﺳﺘﺨﺪاﻣﮭﺎ وﺑﺪرﺟﺔ ﻣﻨﺎﺳﺒﺔ ﻣﻦ اﻟﺜﻘﺔ ﻓﻲ
ﻗﯿﺎس وﺗﺸﺨﯿﺺ ﻧﻮﺑﺎت اﻟﮭﻠﻊ ﻧﺘﯿﺠﺔ ﻓﯿﺮوس ،COVID-19ﻛﻤﺎ ﯾﻤﻜﻦ ﺳﺤﺐ ﺻﻮر اﺧﺘﺒﺎرﯾﺔ ﻣﺨﺘﺼﺮة ﻣﺨﺘﻠﻔﺔ ﻣﺘﻜﺎﻓﺌﺔ وﻣﺘﻌﺎدﻟﺔ
اﻟﻘﯿﺎس ﻟﺒﻌﺾ أو ﻛﻞ اﻷﺑﻌﺎد اﻟﻔﺮﻋﯿﺔ ﻻﺳﺘﺨﺪاﻣﮭﺎ ﻟﻸﻏﺮاض اﻟﺘﺸﺨﯿﺼﯿﺔ اﻟﻤﺨﺘﻠﻔﺔ ،وھﻨﺎك ﺣﺎﺟﺔ ﻹﺛﺮاء ﺑﻌﺾ اﻷﺑﻌﺎد ﺑﻌﺪد ﻣﻦ
اﻟﻤﻔﺮدات ذات ﻣﺴﺘﻮﯾﺎت ﺻﻌﻮﺑﺔ ﻣﺘﺒﺎﯾﻨﺔ .وﺗﻢ ﺗﺤﺪﯾﺪ درﺟﺎت اﻟﻘﻄﻊ ﻟﻠﻤﻮاﺻﻔﺎت اﻟﻘﯿﺎﺳﯿﺔ اﻟﺘﺸﺨﯿﺼﯿﺔ ﻟﻨﻮﺑﺎت اﻟﮭﻠﻊ ﺑﺎﺳﺘﺨﺪام طﺮﯾﻘﺔ
اﻧﺠﻮف اﻟﻤﻌﺪﻟﺔ ﺣﯿﺚ ﺗﻢ اﻻﺗﻔﺎق ﻋﻠﻰ ﺛﻼث ﻣﺴﺘﻮﯾﺎت )ﺷﺪﯾﺪ – ﻣﺘﻮﺳﻂ -ﻣﻨﺨﻔﺾ( ،ﻛﻤﺎ أﺷﺎرت اﻟﻨﺘﺎﺋﺞ إﻟﻰ ووﺟﻮد ﻓﺮق دال إﺣﺼﺎﺋﯿﺎ
ﻓﻲ ﻧﻮﺑﺎت اﻟﮭﻠﻊ ﻣﻦ ﺟﺎﺋﺤﺔ ﻛﻮروﻧﺎ COVID-19ﺗﺮﺟﻊ إﻟﻰ اﻟﺠﻨﺴﯿﺔ واﻟﻨﻮع وطﺒﯿﻌﺔ اﻟﻌﻤﻞ وﺑﻌﺾ اﻟﻤﺘﻐﯿﺮات اﻟﺪﯾﻤﻐﺮاﻓﯿﺔ اﻷﺧﺮى
ﻓﻲ ﻋﯿﻨﺔ اﻟﻤﺠﺘﻤﻊ اﻟﻌﺮﺑﻲ اﻟﻤﺸﺎرﻛﺔ.
) (4ﻣﺴﻌﻮد ،وﻟﯿﺪ .(2022) .ﺑﻨﺎء اﻻﺧﺘﺒﺎرات اﻟﻤﻘﻨﻨﺔ ﺑﺎﺳﺘﺨﺪام ﻧﻈﺮﯾﺔ اﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﻤﻔﺮدة .ﻓﻲ اﻻﺳﺘﻜﺘﺎب اﻟﻌﻠﻤﻲ اﻟﺪوﻟﻲ اﻟﺠﻤﺎﻋﻲ
ﺣﻮل :اﻻﺧﺘﺒﺎرات واﻟﻤﻘﺎﯾﯿﺲ اﻟﻨﻔﺴﯿﺔ :اﻟﺒﻨﺎء ،اﻟﺘﻘﻨﯿﻦ ،اﻟﺘﻜﯿﯿﻒ .اﻟﺠﺰاﺋﺮ :ﺟﺎﻣﻌﺔ اﻟﺤﺎج ﻟﺨﻀﺮ –ﺑﺎﺗﻨﺔ - 1ﻛﻠﯿﺔ اﻟﻌﻠﻢ اﻹﻧﺴﺎﻧﯿﺔ
واﻻﺟﺘﻤﺎﻋﯿﺔ -ﻣﺨﺒﺮ ﺑﻨﻚ اﻻﺧﺘﺒﺎرات اﻟﻨﻔﺴﯿﺔ واﻟﻤﮭﻨﯿﺔ واﻟﻤﺪرﺳﯿﺔ.
ﯾﻌﺪ ﺑﻨﺎء اﻻﺧﺘﺒﺎرات اﻟﻤﻘﻨﻨﺔ ﻣﻦ أﻛﺜﺮ اﻟﻘﻀﺎﯾﺎ اﻟﺘﻲ ﺷﻐﻠﺖ اﻟﺒﺎﺣﺜﯿﻦ ﻣﻨﺬ زﻣﻦ ﺑﻌﯿﺪ ،ﺣﯿﺚ ﺗﻜﻤﻦ أھﻤﯿﺔ اﻻﺧﺘﺒﺎر ﻛﻮﻧﮫ ا ﻷداة اﻟﺘﻲ
ﺗﺴﺘﺨﺪم ﻟﻠﻘﯿﺎس ﻓﻲ اﻟﻌﻠﻮم اﻟﻨﻔﺴﯿﺔ واﻟﺘﺮﺑﻮﯾﺔ وﻟﻜﻨﮭﺎ ﺗﻔﺘﻘﺮ إﻟﻰ اﻟﻜﺜﯿﺮ ﻣﻦ اﻟﺨﺼﺎﺋﺺ ﻋﻨﺪﻣﺎ ﻧﻘﺎرﻧﮭﺎ ﺑﺄدوات اﻟﻘﯿﺎس ﻓﻲ اﻟﻌﻠﻮم
اﻟﻔﯿﺰﯾﺎﺋﯿﺔ .ﺗﺘﻨﺎول ھﺬه اﻟﻮرﻗﺔ اﻟﺒﺤﺜﯿﺔ ﻓﻲ اﻟﺒﺪاﯾﺔ ﻓﯿﻤﺎ ﯾﺨﺺ ﺑﻨﺎء Classical Test Theoryأھﻢ أوﺟﮫ اﻟﻨﻘﺪ اﻟﺘﻲ وﺟﮭﺖ إﻟﻰ
ﻧﻈﺮﯾﺔ اﻟﻜﻼﺳﯿﻜﯿﺔ ﻓﻲ اﻟﻘﯿﺎس وﺗﻘﻨﯿﻦ اﻟﻤﻘﺎﯾﯿﺲ واﻻﺧﺘﺒﺎرات اﻟﻨﻔﺴﯿﺔ ،واﻟﺬي ﯾﻤﻜﻦ إﺟﻤﺎﻟﮫ ﻓﻲ ﻋﺪم ﺗﺤﻘﯿﻖ ﻣﻮﺿﻮﻋﯿﺔ اﻟﻘﯿﺎس واﻧﻌﺪام
اﻟﺨﻄﯿﺔ واﻓﺘﺮاض وﺟﻮد ﻗﯿﻤﺔ واﺣﺪة ﻟﻠﺨﻄﺄ اﻟﻤﻌﯿﺎري ﻋﻠﻰ اﻻﺧﺘﺒﺎر ﻛﻜﻞ .ﺛﻢ ﯾﺘﻢ ﺗﻨﺎول ﻧﻈﺮﯾﺔ اﻻﺳﺘﺠﺎﺑﺔ ﻛﺄﺣﺪ اﻟﻨﻈﺮﯾﺎت اﻟﺤﺪﯾﺜﺔ
اﻟﺘﻲ ﺗﺤﺎول اﻟﻮﺻﻮل إﻟﻰ اﻟﻘﯿﺎس اﻟﻤﻮﺿﻮﻋﻲ . Item Response Theoryﻟﻠﻤﻔﺮدة وﯾﺘﻢ ذﻟﻚ ﻣﻦ ﺧﻼل ﻋﺮض ﻷھﻢ ﺧﺼﺎﺋﺺ
اﻟﻨﻈﺮﯾﺔ اﻟﺤﺪﯾﺜﺔ وﻧﻤﺎذﺟﮭﺎ اﻟﺘﻲ ﺑﻨﯿﺖ ﻋﻠﻰ ﻧﻈﺮﯾﺔ اﻻﺣﺘﻤﺎﻻت ،ﯾﺘﻢ ﻋﺮض أھﻢ ﺛﻼﺛﺔ ﻧﻤﺎذج وھﻰ ﻧﻤﻮذج ﺑﯿﺮﻧﯿﻮم اﻟﻠﻮﻏﺎرﯾﺘﻤﻲ ﺛﻼﺛﻲ
اﻟﻤﻌﻠﻢ وﻧﻤﻮذج ﻟﻮرد اﻟﻠﻮﻏﺎرﯾﺘﻤﻲ ﺛﻨﺎﺋﻲ اﻟﻤﻌﻠﻢ وﻧﻤﻮذج راش اﻟﻠﻮﻏﺎرﯾﺘﻤﻲ أﺣﺎدي اﻟﻤﻌﻠﻢ .ﺛﻢ ﯾﺘﻢ ﺗﻨﺎول اﻓﺘﺮاﺿﺎت ﻧﻈﺮﯾﺔ اﻻﺳﺘﺠﺎﺑﺔ
ﻟﻠﻤﻔﺮدة وﻣﻔﮭﻮم ﻣﻮﺿﻮﻋﯿﺔ اﻟﻘﯿﺎس ﻛﻤﺎ ﺗﺤﺪده اﻟﻨﻈﺮﯾﺔ اﻟﺤﺪﯾﺜﺔ .ﻛﻤﺎ ﯾﺘﻢ ﺗﻨﺎول ﺑﻌﺾ اﻟﻤﻔﺎھﯿﻢ اﻟﮭﺎﻣﺔ اﻟﻤﺮﺗﺒﻄﺔ ﺑﻨﻈﺮﯾﺔ اﻻﺳﺘﺠﺎﺑﺔ
ﻟﻠﻤﻔﺮدة اﻟﺘﻲ أﺿﺎﻓﺘﮭﺎ اﻟﻨﻈﺮﯾﺔ أو ﻏﯿﺮت ﻣﻔﮭﻮﻣﮭﺎ وﻣﻨﮭﺎ داﻟﺔ اﻟﻤﻌﻠﻮﻣﺎت واﻟﺨﻄﺄ اﻟﻤﻌﯿﺎري ﻟﻠﻘﯿﺎس وأﺳﺎﻟﯿﺐ اﻟﺘﺄﻛﺪ ﻣﻦ ﻣﻼءﻣﺔ
اﻟﺒﯿﺎﻧﺎت ﻟﻠﻨﻤﻮذج اﻟﻤﺴﺘﺨﺪم وﺗﻌﺎدل اﻻﺧﺘﺒﺎرات وطﺮق ﺗﺪرﯾﺞ ورﺑﻂ اﻟﻤﻘﺎﯾﯿﺲ ،ﺛﻢ اﻟﺸﺮوط اﻟﺘﻲ ﯾﺠﺐ ﻣﺮاﻋﺎﺗﮭﺎ ﻋﻨﺪ اﺧﺘﯿﺎر اﻷﺳﺌﻠﺔ
اﻟﻤﺸﺘﺮﻛﺔ ﺑﯿﻦ اﻟﻤﻘﺎﯾﯿﺲ.
ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
153
