عنوان الأطروحة: مقارنة خصائص المفردات وفق النظرية التقليدية ونظرية الاستجابة للمفردة للقياس باستخدام المحاكاة Comparison of the parameters of the items estimated according to classical test theory and item response theory: a simulation study By: Osama AbdulAziz Alwusaidi Advisor: Dr.Yasser Abdullah Hafni Hassan

1. ‫اﺳﺔ‬‫ر‬‫اﻟد‬ ‫ﻣﺳﺗﺧﻠص‬
‫$حصل‬$‫ي‬ ‫$تي‬$‫ل‬‫ا‬ ‫$ة‬$‫م‬‫$عال‬$‫ل‬‫ا‬ ‫$الل‬$‫خ‬ ‫$ن‬$‫م‬ ‫$نة‬$‫م‬‫$كا‬$‫ل‬‫ا‬ ‫$لسمة‬$‫ل‬ ‫$طاؤه‬$‫ع‬‫إ‬ ‫$مكن‬$‫ي‬ ‫$ذي‬$‫ل‬‫ا‬ ‫$عنى‬$‫مل‬‫ا‬ ‫$ي‬$‫ف‬ ‫$تالف‬$‫خ‬‫اال‬ ‫$دى‬$‫م‬ ‫$ن‬$‫ع‬ ‫$كشف‬$‫ل‬‫ا‬ ‫$ى‬$‫ل‬‫إ‬ ‫$ة‬$‫س‬‫$درا‬$‫ل‬‫ا‬ ‫$ت‬$‫ف‬‫$د‬$‫ه‬
‫$ن‬$‫ع‬ ‫$بحث‬$‫ل‬‫وا‬ ،‫$علم‬$‫مل‬‫ا‬ ‫$ي‬$‫ث‬‫$ال‬$‫ث‬ ‫$تي‬$‫س‬‫$لوج‬$‫ل‬‫ا‬ ‫$نموذج‬$‫ل‬‫ا‬ ‫$ق‬$‫ف‬‫و‬ ‫$لمفردة‬$‫ل‬ ‫$ة‬$‫ب‬‫$تجا‬$‫س‬‫اال‬ ‫$ة‬$‫ي‬‫$ظر‬$‫ن‬‫و‬ ‫$ة‬$‫ي‬‫$تقليد‬$‫ل‬‫ا‬ ‫$قياس‬$‫ل‬‫ا‬ ‫$ة‬$‫ي‬‫$ظر‬$‫ن‬ ‫$ن‬$‫م‬ ‫$ل‬$‫ك‬ ‫$تخدام‬$‫س‬‫$ا‬$‫ب‬ ‫$فرد‬$‫ل‬‫ا‬ ‫$ليها‬$‫ع‬
‫$ي‬‫ف‬ ‫$فردات‬‫مل‬‫ا‬ ‫$ص‬‫ئ‬‫$صا‬‫خ‬ ‫$ة‬‫ن‬‫$قار‬‫م‬ ‫$الل‬‫خ‬ ‫$ن‬‫م‬ .‫$نهما‬‫م‬ ٍ‫ل‬$‫ك‬ ‫$لي‬‫ع‬ ‫$ذ‬‫خ‬‫$آ‬‫مل‬‫وا‬ ‫$قياس‬‫ل‬‫ا‬ ‫$ي‬‫ف‬ ‫$تني‬‫ي‬‫$نظر‬‫ل‬‫ا‬ ‫$ن‬‫م‬ ‫أي‬ ‫$ق‬‫ف‬‫و‬ ‫$جات‬‫ي‬‫$تدر‬‫ل‬‫ا‬ ‫$تخدام‬‫س‬‫ال‬ ‫$رات‬‫ي‬‫$تبر‬‫ل‬‫ا‬
،‫$دة‬$‫ل‬‫$و‬$‫م‬ ‫$اة‬$‫ك‬‫$حا‬$‫م‬ ‫$ات‬$‫ن‬‫$يا‬$‫ب‬ ‫$تخدام‬$‫س‬‫$ا‬$‫ب‬ ،‫$علم‬$‫مل‬‫ا‬ ‫$ي‬$‫ث‬‫$ال‬$‫ث‬ ‫$تي‬$‫س‬‫$لوج‬$‫ل‬‫ا‬ ‫$نموذج‬$‫ل‬‫ا‬ ‫$ق‬$‫ف‬‫و‬ ‫$لمفردة‬$‫ل‬ ‫$ة‬$‫ب‬‫$تجا‬$‫س‬‫اال‬ ‫$ة‬$‫ي‬‫$ظر‬$‫ن‬‫و‬ ‫$ة‬$‫ي‬‫$تقليد‬$‫ل‬‫ا‬ ‫$قياس‬$‫ل‬‫ا‬ ‫$ة‬$‫ي‬‫$ظر‬$‫ن‬ ‫$وء‬$‫ض‬
(1000) ‫$ن‬$‫م‬ ‫$ة‬$‫س‬‫$درا‬$‫ل‬‫ا‬ ‫$ينة‬$‫ع‬ ‫$ت‬$‫ن‬‫$كو‬$‫ت‬‫و‬ .ً‫ا‬‫$ي‬$‫ئ‬‫$صا‬$‫ح‬‫إ‬ ‫$ة‬$‫ل‬‫دا‬ ‫$روق‬$‫ف‬ ‫$ود‬$‫ج‬‫و‬ ‫$ن‬$‫ع‬ ‫$كشف‬$‫ل‬‫ا‬ ‫$ي‬$‫ف‬ ‫$ي‬$‫ل‬‫$تدال‬$‫س‬‫واال‬ ‫$في‬$‫ص‬‫$و‬$‫ل‬‫ا‬ ‫$صاء‬$‫ح‬‫اإل‬ ‫$يب‬$‫ل‬‫$ا‬$‫س‬‫أ‬ ‫$تخدام‬$‫س‬‫وا‬
‫$عد‬‫ب‬ ‫$تحقق‬‫ل‬‫ا‬ ‫$م‬‫ت‬ ،‫$علم‬‫مل‬‫ا‬ ‫$ي‬‫ث‬‫$ال‬‫ث‬ ‫$تي‬‫س‬‫$لوج‬‫ل‬‫ا‬ ‫$لنموذج‬‫ل‬ ‫$قة‬‫ب‬‫$طا‬‫م‬‫و‬ ،‫$ة‬‫ب‬‫$تجا‬‫س‬‫اال‬ ‫$ية‬‫ئ‬‫$نا‬‫ث‬ ‫$فردة‬‫م‬ (60) ‫$ن‬‫م‬ ‫$كون‬‫م‬ ‫$تبار‬‫خ‬‫ا‬ ‫$يد‬‫ل‬‫$و‬‫ت‬ ‫$راء‬‫ج‬‫إ‬ ‫$م‬‫ت‬ ‫$م‬‫ث‬ ‫$ن‬‫م‬‫و‬ ،‫$رد‬‫ف‬
‫$يث‬$‫ح‬ ،‫$ا‬$‫ه‬‫$يد‬$‫ل‬‫$و‬$‫ت‬ ‫$م‬$‫ت‬ ‫$تي‬$‫ل‬‫ا‬ ‫$ات‬$‫ب‬‫$تجا‬$‫س‬‫اال‬ ‫$ع‬$‫ي‬‫$وز‬$‫ت‬ ‫$ية‬$‫ل‬‫$تدا‬$‫ع‬‫ا‬ ‫$ن‬$‫م‬ ‫$تحقق‬$‫ل‬‫ا‬ ‫$م‬$‫ت‬ ‫$يث‬$‫ح‬ ،‫$قياس‬$‫ل‬‫ا‬ ‫$تي‬$‫ي‬‫$نظر‬$‫ل‬ ‫$تبار‬$‫خ‬‫اال‬ ‫$فردات‬$‫م‬ ‫$قة‬$‫ب‬‫$طا‬$‫م‬ ‫$دى‬$‫م‬ ‫$ن‬$‫م‬ ‫$ك‬$‫ل‬‫ذ‬
ً‫ا‬‫$ي‬‫ئ‬‫$صا‬‫ح‬‫إ‬ ‫$ان‬‫ت‬‫داال‬ ‫$يمتيهما‬‫ق‬ ‫أن‬ ‫$ى‬‫ل‬‫إ‬ ‫$ليك‬‫ي‬‫و‬ - ‫$بيرو‬‫ش‬ ‫$تبار‬‫خ‬‫وا‬ ،‫$عدل‬‫مل‬‫ا‬ ‫$وف‬‫ن‬‫$مير‬‫س‬ - ‫$روف‬‫ج‬‫$لوم‬‫ك‬ ‫$تبار‬‫خ‬‫ال‬ ‫$ي‬‫ئ‬‫$صا‬‫ح‬‫اإل‬ ‫$ليل‬‫ح‬‫الت‬ ‫$ج‬‫ئ‬‫$تا‬‫ن‬ ‫$ارت‬‫ش‬‫أ‬
‫$م‬‫ت‬ ‫$تي‬‫ل‬‫ا‬ ‫$ات‬‫ب‬‫$تجا‬‫س‬‫اال‬ ‫$ع‬‫ي‬‫$وز‬‫ت‬ ‫$ية‬‫ل‬‫$تدا‬‫ع‬‫ا‬ ‫أن‬ ‫$ى‬‫ل‬‫إ‬ ‫$شير‬‫ت‬ ‫$ها‬‫ض‬‫$تعرا‬‫س‬‫ا‬ ‫$م‬‫ت‬ ‫$تي‬‫ل‬‫ا‬ ‫$رات‬‫ش‬‫$ؤ‬‫مل‬‫ا‬ ‫أن‬ ‫$ى‬‫ل‬‫إ‬ ‫$ث‬‫ح‬‫$با‬‫ل‬‫ا‬ ‫$لص‬‫خ‬‫و‬ ،(0.05) ‫$ة‬‫ل‬‫دال‬ ‫$توى‬‫س‬‫م‬ ‫$ند‬‫ع‬
‫$نموذج‬$‫ل‬‫ا‬ ‫$ق‬$‫ف‬‫و‬ ‫$لمفردة‬$‫ل‬ ‫$ة‬$‫ب‬‫$تجا‬$‫س‬‫اال‬ ‫$ة‬$‫ي‬‫$نظر‬$‫ل‬ ‫$تبار‬$‫خ‬‫اال‬ ‫$فردات‬$‫م‬ ‫$قة‬$‫ب‬‫$طا‬$‫م‬ ‫$دى‬$‫م‬ ‫$ن‬$‫م‬ ‫$تحقق‬$‫ل‬‫ا‬ ‫$م‬$‫ت‬ ‫$م‬$‫ث‬ ‫$ن‬$‫م‬‫و‬ .‫$اف‬$‫ك‬‫و‬ ‫$قبول‬$‫م‬ ‫$شكل‬$‫ب‬ ‫$تحقق‬$‫ي‬ ‫$ا‬$‫ه‬‫$يد‬$‫ل‬‫$و‬$‫ت‬
‫$ات‬$‫ن‬‫$كو‬$‫مل‬‫ا‬ ‫$قة‬$‫ي‬‫$ر‬$‫ط‬ ‫$ب‬$‫س‬‫ح‬ ‫$لي‬$‫م‬‫$عا‬$‫ل‬‫ا‬ ‫$ليل‬$‫ح‬‫الت‬ ‫$راء‬$‫ج‬‫إل‬ ‫$ا‬$‫ه‬‫$يد‬$‫ل‬‫$و‬$‫ت‬ ‫$م‬$‫ت‬ ‫$تي‬$‫ل‬‫ا‬ ‫$ة‬$‫س‬‫$درا‬$‫ل‬‫ا‬ ‫$ينة‬$‫ع‬ ‫$ات‬$‫ب‬‫$تجا‬$‫س‬‫ا‬ ‫$ليل‬$‫ح‬‫ت‬ ‫$م‬$‫ت‬ ‫$يث‬$‫ح‬ ،‫$علم‬$‫مل‬‫ا‬ ‫$ي‬$‫ث‬‫$ال‬$‫ث‬ ‫$تي‬$‫س‬‫$لوج‬$‫ل‬‫ا‬
‫$تراض‬$$$‫ف‬‫ا‬ ‫$ن‬$$$‫م‬ ‫$لتحقق‬$$$‫ل‬ ،(Varimax) ‫$قة‬$$$‫ي‬‫$ر‬$$$‫ط‬ ‫$تخدام‬$$$‫س‬‫$ا‬$$$‫ب‬ ‫$ل‬$$$‫م‬‫$عوا‬$$$‫ل‬‫ا‬ ‫$ر‬$$$‫ي‬‫$دو‬$$$‫ت‬ ‫$م‬$$$‫ث‬ ‫$ن‬$$$‫م‬‫و‬ (Principal Components Analysis) ‫$يسة‬$$$‫ئ‬‫$ر‬$$$‫ل‬‫ا‬
51.598) ‫$بته‬$‫س‬‫ن‬ ‫$ا‬$‫م‬ ‫$جتمعة‬$‫م‬ ‫$ر‬$‫س‬‫وتف‬ ،‫$د‬$‫ح‬‫وا‬ ‫$لى‬$‫ع‬ ‫$د‬$‫ي‬‫$ز‬$‫ت‬ ‫$نها‬$‫م‬ ‫$كل‬$‫ل‬ ‫$ن‬$‫م‬‫$كا‬$‫ل‬‫ا‬ ‫$ذر‬$‫ج‬‫ال‬ ‫$يمة‬$‫ق‬ ‫$ل‬$‫م‬‫$ا‬$‫ع‬ (21) ‫$ن‬$‫ع‬ ‫$ليل‬$‫ح‬‫الت‬ ‫$رز‬$‫ف‬‫أ‬ ‫$د‬$‫ق‬‫و‬ ،‫$بعد‬$‫ل‬‫ا‬ ‫$ة‬$‫ي‬‫$اد‬$‫ح‬‫أ‬
‫$ة‬‫ي‬‫$اد‬‫ح‬‫أ‬ ‫$تراض‬‫ف‬‫ا‬ ‫$حقق‬‫ت‬ ‫$لى‬‫ع‬ ‫$ها‬‫ل‬‫$ال‬‫خ‬ ‫$ن‬‫م‬ ‫$تدل‬‫س‬‫ي‬ ‫أن‬ ‫$مكن‬‫ي‬ ‫$ها‬‫ض‬‫$تعرا‬‫س‬‫ا‬ ‫$م‬‫ت‬ ‫$تي‬‫ل‬‫ا‬ ‫$رات‬‫ش‬‫$ؤ‬‫مل‬‫ا‬ ‫أن‬ ‫$ى‬‫ل‬‫إ‬ ‫$ث‬‫ح‬‫$با‬‫ل‬‫ا‬ ‫$لص‬‫خ‬‫و‬ .‫$كلي‬‫ل‬‫ا‬ ‫$ن‬‫ي‬‫$تبا‬‫ل‬‫ا‬ ‫$ن‬‫م‬ (%
‫$ة‬‫ي‬‫$تبار‬‫خ‬‫اال‬ ‫$فردة‬‫مل‬‫ا‬ ‫$ة‬‫م‬‫$الء‬‫م‬ ‫$دى‬‫م‬ ‫$ن‬‫م‬ ‫$لتحقق‬‫ل‬ ‫$اي‬‫ك‬ ‫$ع‬‫ب‬‫$ر‬‫م‬ ‫$قة‬‫ب‬‫$طا‬‫مل‬‫ا‬ ‫$سن‬‫ح‬ ‫$ر‬‫ش‬‫$ؤ‬‫م‬ ‫$الل‬‫خ‬ ‫$ن‬‫م‬ ‫$فردات‬‫مل‬‫ا‬ ‫$تقالل‬‫س‬‫ا‬ ‫$ن‬‫م‬ ‫$تحقق‬‫ل‬‫ا‬ ‫$م‬‫ت‬ ‫$ما‬‫ك‬ .‫$بعد‬‫ل‬‫ا‬
‫$تقالل‬$$‫س‬‫اال‬ ‫$تراض‬$$‫ف‬‫ا‬ ‫$حقق‬$$‫ت‬ ‫$ى‬$$‫ل‬‫إ‬ ‫$ؤدي‬$$‫ي‬ ‫$دوره‬$$‫ب‬ ‫$ذا‬$$‫ه‬‫و‬ .‫$علم‬$$‫مل‬‫ا‬ ‫$ي‬$$‫ث‬‫$ال‬$$‫ث‬ ‫$لنموذج‬$$‫ل‬ Person-fit ‫$راد‬$$‫ف‬‫األ‬ ‫$ات‬$$‫ب‬‫$تجا‬$$‫س‬‫ا‬ ‫$سجام‬$$‫ن‬‫ا‬ ‫$دى‬$$‫م‬‫و‬ Item-fit
‫$ق‬$$$‫ف‬‫و‬ (‫$تمييز‬$$$‫ل‬‫وا‬ ،‫$ة‬$$$‫ب‬‫$صعو‬$$$‫ل‬‫)ا‬ ‫$فردات‬$$$‫مل‬‫ا‬ ‫$م‬$$$‫ل‬‫$عا‬$$$‫م‬ ‫$رات‬$$$‫ي‬‫$قد‬$$$‫ت‬ ‫$حساب‬$$$‫ل‬ (IRTPRO4) ‫$ي‬$$$‫ئ‬‫$صا‬$$$‫ح‬‫اإل‬ ‫$ج‬$$$‫م‬‫$ا‬$$$‫ن‬‫$بر‬$$$‫ل‬‫ا‬ ‫$تخدم‬$$$‫س‬‫ا‬ ‫$م‬$$$‫ت‬ ‫$م‬$$$‫ث‬ ‫$ن‬$$$‫م‬‫و‬ .‫$عي‬$$$‫ض‬‫$و‬$$$‫مل‬‫ا‬
‫$ت‬$‫ن‬‫$ا‬$‫ك‬ ‫$فردات‬$‫مل‬‫ا‬ ‫$ة‬$‫ب‬‫$عو‬$‫ص‬ ‫$الت‬$‫م‬‫$عا‬$‫م‬ ‫$دى‬$‫م‬ ّ‫ن‬‫أ‬ ‫$يث‬$‫ح‬ :‫$ة‬$‫ي‬‫$تقليد‬$‫ل‬‫ا‬ ‫$ة‬$‫ي‬‫$نظر‬$‫ل‬‫ا‬ ‫$ق‬$‫ف‬‫و‬ ‫$فردات‬$‫مل‬‫ا‬ ‫$م‬$‫ل‬‫$عا‬$‫م‬ ‫$رات‬$‫ي‬‫$قد‬$‫ت‬ ‫$ن‬$‫ع‬ ‫$ج‬$‫ئ‬‫$نتا‬$‫ل‬‫ا‬ ‫$فرت‬$‫س‬‫أ‬ ‫$يث‬$‫ح‬ ‫$تني‬$‫ي‬‫$نظر‬$‫ل‬‫ا‬
‫$ة‬$$‫ب‬‫$صعو‬$$‫ل‬‫ا‬ ‫$علمة‬$$‫م‬ ‫$قيم‬$$‫ل‬ ‫$عياري‬$$‫مل‬‫ا‬ ‫$راف‬$$‫ح‬‫واالن‬ ‫$ي‬$$‫ب‬‫$حسا‬$$‫ل‬‫ا‬ ‫$ط‬$$‫س‬‫$و‬$$‫ل‬‫ا‬ ‫$ان‬$$‫ك‬ ‫$يث‬$$‫ح‬ ،(0.958-0.322) ‫$ني‬$$‫ب‬ ‫$الت‬$$‫م‬‫$عا‬$$‫مل‬‫ا‬ ‫$يم‬$$‫ق‬ ‫$ت‬$$‫ح‬‫$راو‬$$‫ت‬‫و‬ ،(0.636)
‫$الت‬‫م‬‫$عا‬‫م‬ ‫$دى‬‫م‬ ‫$يمة‬‫ق‬ ‫$ت‬‫ن‬‫$ا‬‫ك‬‫و‬ .‫$يب‬‫ت‬‫$تر‬‫ل‬‫ا‬ ‫$لى‬‫ع‬ (-0.736) ، (-0.074) ‫$ه‬‫ل‬ ‫$ح‬‫ط‬‫$تفر‬‫ل‬‫وا‬ ‫$تواء‬‫ل‬‫اال‬ ‫$ة‬‫ج‬‫در‬ ‫$ت‬‫ن‬‫$ا‬‫ك‬‫و‬ ،‫$يب‬‫ت‬‫$تر‬‫ل‬‫ا‬ ‫$لى‬‫ع‬ (0.148) ،(0.624)
‫$تمييز‬‫ل‬‫ا‬ ‫$علمة‬‫م‬ ‫$قيم‬‫ل‬ ‫$عياري‬‫مل‬‫ا‬ ‫$راف‬‫ح‬‫واالن‬ ‫$ي‬‫ب‬‫$حسا‬‫ل‬‫ا‬ ‫$ط‬‫س‬‫$و‬‫ل‬‫ا‬ ‫$ان‬‫ك‬ ‫$يث‬‫ح‬ ،(0.469-0.123) ‫$ني‬‫ب‬ ‫$الت‬‫م‬‫$عا‬‫مل‬‫ا‬ ‫$يم‬‫ق‬ ‫$ت‬‫ح‬‫$راو‬‫ت‬‫و‬ ،(0.346) ‫$تمييز‬‫ل‬‫ا‬
.‫الترتيب‬ ‫على‬ (-0.247) ، (0.41) ‫له‬ ‫والتفرطح‬ ‫االلتواء‬ ‫درجة‬ ‫وكانت‬ ،‫الترتيب‬ ‫على‬ (0.072) ،(0.297)
‫$الت‬$‫م‬‫$عا‬$‫م‬ ‫$دى‬$‫م‬ ‫$يمة‬$‫ق‬ ّ‫ن‬‫أ‬ ‫$يث‬$‫ح‬ :‫$علم‬$‫مل‬‫ا‬ ‫$ي‬$‫ث‬‫$ال‬$‫ث‬ ‫$لنموذج‬$‫ل‬ ‫$لمفردة‬$‫ل‬ ‫$ة‬$‫ب‬‫$تجا‬$‫س‬‫اال‬ ‫$ة‬$‫ي‬‫$ظر‬$‫ن‬ ‫$ق‬$‫ف‬‫و‬ ‫$فردات‬$‫مل‬‫ا‬ ‫$م‬$‫ل‬‫$عا‬$‫م‬ ‫$رات‬$‫ي‬‫$قد‬$‫ت‬ ‫$ن‬$‫ع‬ ‫$ج‬$‫ئ‬‫$نتا‬$‫ل‬‫ا‬ ‫$فرت‬$‫س‬‫وأ‬
‫$عياري‬$‫مل‬‫ا‬ ‫$راف‬$‫ح‬‫واالن‬ ‫$ي‬$‫ب‬‫$حسا‬$‫ل‬‫ا‬ ‫$ط‬$‫س‬‫$و‬$‫ل‬‫ا‬ ‫$ان‬$‫ك‬ ‫$يث‬$‫ح‬ ،((2.25)-(-2.39)) ‫$ني‬$‫ب‬ ‫$الت‬$‫م‬‫$عا‬$‫مل‬‫ا‬ ‫$يم‬$‫ق‬ ‫$ت‬$‫ح‬‫$راو‬$‫ت‬‫و‬ ،(4.64) ‫$ت‬$‫ن‬‫$ا‬$‫ك‬ ‫$فردات‬$‫مل‬‫ا‬ ‫$ة‬$‫ب‬‫$عو‬$‫ص‬
‫$ت‬‫ن‬‫$ا‬‫ك‬‫و‬ .‫$يب‬‫ت‬‫$تر‬‫ل‬‫ا‬ ‫$لى‬‫ع‬ (-0.326) ،(0.097) ‫$ه‬‫ل‬ ‫$ح‬‫ط‬‫$تفر‬‫ل‬‫وا‬ ‫$تواء‬‫ل‬‫اال‬ ‫$ة‬‫ج‬‫در‬ ‫$ت‬‫ن‬‫$ا‬‫ك‬‫و‬ ،‫$يب‬‫ت‬‫$تر‬‫ل‬‫ا‬ ‫$لى‬‫ع‬ (1.035) ،(-0.226) ‫$ة‬‫ب‬‫$صعو‬‫ل‬‫ا‬ ‫$علمة‬‫م‬ ‫$قيم‬‫ل‬
‫$عياري‬$‫مل‬‫ا‬ ‫$راف‬$‫ح‬‫واالن‬ ‫$ي‬$‫ب‬‫$حسا‬$‫ل‬‫ا‬ ‫$ط‬$‫س‬‫$و‬$‫ل‬‫ا‬ ‫$ان‬$‫ك‬ ‫$يث‬$‫ح‬ ،(1.74-0.48) ‫$ني‬$‫ب‬ ‫$الت‬$‫م‬‫$عا‬$‫مل‬‫ا‬ ‫$يم‬$‫ق‬ ‫$ت‬$‫ح‬‫$راو‬$‫ت‬‫و‬ ،(1.26) ‫$تمييز‬$‫ل‬‫ا‬ ‫$الت‬$‫م‬‫$عا‬$‫م‬ ‫$دى‬$‫م‬ ‫$يمة‬$‫ق‬
‫$م‬‫ث‬ ‫$ن‬‫م‬‫و‬ .‫$يب‬‫ت‬‫$تر‬‫ل‬‫ا‬ ‫$لى‬‫ع‬ (-0.159) ، (0.519) ‫$ه‬‫ل‬ ‫$ح‬‫ط‬‫$تفر‬‫ل‬‫وا‬ ‫$تواء‬‫ل‬‫اال‬ ‫$ة‬‫ج‬‫در‬ ‫$ت‬‫ن‬‫$ا‬‫ك‬‫و‬ ،‫$يب‬‫ت‬‫$تر‬‫ل‬‫ا‬ ‫$لى‬‫ع‬ (0.031) ،(0.978) ‫$تمييز‬‫ل‬‫ا‬ ‫$علمة‬‫م‬ ‫$قيم‬‫ل‬
(t-test) ‫$تبار‬$$‫خ‬‫ا‬ ‫$تخدام‬$$‫س‬‫$ا‬$$‫ب‬ ‫$الت‬$$‫م‬‫$عا‬$$‫مل‬‫ا‬ ‫$ذه‬$$‫ه‬ ‫$ة‬$$‫ل‬‫دال‬ ‫$ن‬$$‫ع‬ ‫$كشف‬$$‫ل‬‫وا‬ ‫$ينها‬$$‫ب‬ ‫$باط‬$$‫ت‬‫االر‬ ‫$الت‬$$‫م‬‫$عا‬$$‫م‬ ‫$ساب‬$$‫ح‬ ‫$الل‬$$‫خ‬ ‫$ن‬$$‫م‬ ‫$م‬$$‫ل‬‫$عا‬$$‫مل‬‫ا‬ ‫$ذه‬$$‫ه‬ ‫$ة‬$$‫ن‬‫$قار‬$$‫م‬ ‫$م‬$$‫ت‬
‫$تمييز‬$‫ل‬‫وا‬ ‫$ة‬$‫ب‬‫$صعو‬$‫ل‬‫ا‬ ‫$ن‬$‫م‬ ‫$ط‬$‫س‬‫$تو‬$‫م‬ ‫$توى‬$‫س‬‫بم‬ ‫$تبار‬$‫خ‬‫اال‬ ‫$فردات‬$‫م‬ ‫$متع‬$‫ت‬ ‫$ى‬$‫ل‬‫إ‬ ‫$ة‬$‫س‬‫$درا‬$‫ل‬‫ا‬ ‫$ج‬$‫ئ‬‫$تا‬$‫ن‬ ‫$ارت‬$‫ش‬‫أ‬ ‫$د‬$‫ق‬‫و‬ .‫$طة‬$‫ب‬‫$ترا‬$‫مل‬‫ا‬ ‫$لعينات‬$‫ل‬ ‫$باط‬$‫ت‬‫االر‬ ‫$الت‬$‫م‬‫$عا‬$‫مل‬
‫$ة‬$‫ل‬‫دال‬ ‫$ود‬$‫ج‬‫و‬ ‫$دم‬$‫ع‬ ‫$ى‬$‫ل‬‫إ‬ ‫$ج‬$‫ئ‬‫$نتا‬$‫ل‬‫ا‬ ‫$ارت‬$‫ش‬‫أ‬ ‫$ما‬$‫ك‬ ،‫$ات‬$‫ن‬‫$بيا‬$‫ل‬‫ا‬ ‫$ي‬$‫ف‬ ‫$تني‬$‫ي‬‫$نظر‬$‫ل‬‫ا‬ ‫$ال‬$‫ك‬ ‫$ات‬$‫ض‬‫$ترا‬$‫ف‬‫ا‬ ‫$حققت‬$‫ت‬ ‫$د‬$‫ق‬‫و‬ ،‫$قياس‬$‫ل‬‫ا‬ ‫$تي‬$‫ي‬‫$ظر‬$‫ن‬ ‫$ق‬$‫ف‬‫و‬ ‫$ثبات‬$‫ل‬‫وا‬ ‫$صدق‬$‫ل‬‫وا‬
‫$ي‬‫ص‬‫$و‬‫ت‬ ‫$ث‬‫ح‬‫$با‬‫ل‬‫ا‬ ‫$يها‬‫ل‬‫إ‬ ‫$ل‬‫ص‬‫$و‬‫ت‬ ‫$تي‬‫ل‬‫ا‬ ‫$تعميمات‬‫ل‬‫وا‬ ‫$ج‬‫ئ‬‫$نتا‬‫ل‬‫ا‬ ‫$وء‬‫ض‬ ‫$ي‬‫ف‬‫و‬ .‫$قياس‬‫ل‬‫ا‬ ‫$تي‬‫ي‬‫$ظر‬‫ن‬ ‫$ني‬‫ب‬ ‫$فردات‬‫مل‬‫ا‬ ‫$م‬‫ل‬‫$عا‬‫م‬ ‫$ر‬‫ي‬‫$قد‬‫ت‬ ‫$ي‬‫ف‬ ‫$ات‬‫ف‬‫$تال‬‫خ‬‫$ال‬‫ل‬ ‫$ية‬‫ئ‬‫$صا‬‫ح‬‫إ‬
‫$تم‬‫ت‬ ‫$أن‬‫ب‬ ‫$ي‬‫ص‬‫$و‬‫ت‬ ‫$ما‬‫ك‬ ،‫$نهما‬‫م‬ ‫$ل‬‫ك‬ ‫$يات‬‫ئ‬‫$صا‬‫ح‬‫إ‬ ‫$م‬‫ع‬‫$د‬‫ل‬ ‫$تني‬‫ي‬‫$نظر‬‫ل‬‫ا‬ ‫$كال‬‫ل‬ ‫$زدوج‬‫مل‬‫ا‬ ‫$تخدام‬‫س‬‫اال‬ ‫$ية‬‫ن‬‫$كا‬‫م‬‫إ‬ ‫$ول‬‫ح‬ ‫$بحث‬‫ل‬‫ا‬ ‫$طاق‬‫ن‬ ‫$يع‬‫س‬‫$و‬‫ت‬ ‫$تم‬‫ي‬ ‫$أن‬‫ب‬ ‫$ة‬‫س‬‫$درا‬‫ل‬‫ا‬
‫$أن‬‫ب‬ ‫$ي‬‫ص‬‫$و‬‫ت‬ ‫$ما‬‫ك‬ ،‫$تني‬‫ي‬‫$نظر‬‫ل‬‫ا‬ ‫$ني‬‫ب‬ ‫$جيد‬‫ل‬‫ا‬ ‫$قدر‬‫مل‬‫ا‬ ‫$ات‬‫ط‬‫$ترا‬‫ش‬‫ا‬ ‫$ر‬‫ف‬‫$وا‬‫ت‬ ‫$ي‬‫ف‬ ‫$ات‬‫ف‬‫$تال‬‫خ‬‫ا‬ ‫$ود‬‫ج‬‫و‬ ‫$دى‬‫م‬ ‫$ن‬‫ع‬ ‫$كشف‬‫ل‬‫ا‬ ‫$لى‬‫ع‬ ‫$يز‬‫ك‬‫$تر‬‫ل‬‫ا‬ ‫$ي‬‫ف‬ ‫$عنى‬‫ت‬ ‫$ات‬‫س‬‫درا‬
‫$م‬‫ل‬‫$عا‬‫مل‬ ‫$قدرة‬‫ل‬‫ا‬ ‫$رات‬‫ي‬‫$قد‬‫ت‬ ‫$ي‬‫ف‬ ‫$ات‬‫ف‬‫$تال‬‫خ‬‫ا‬ ‫$ود‬‫ج‬‫و‬ ‫$دى‬‫م‬ ‫$ن‬‫ع‬ ‫$كشف‬‫ل‬‫ا‬ ‫$لى‬‫ع‬ ‫$يز‬‫ك‬‫$تر‬‫ل‬‫$ا‬‫ب‬ ‫$ثر‬‫ك‬‫أ‬ ‫$عنى‬‫ت‬ ‫$حيث‬‫ب‬ ‫$نفسي‬‫ل‬‫ا‬ ‫$قياس‬‫ل‬‫ا‬ ‫$جال‬‫م‬ ‫$ي‬‫ف‬ ‫$ات‬‫س‬‫$درا‬‫ل‬‫ا‬ ‫$ه‬‫ج‬‫$و‬‫ت‬
‫$دى‬$‫م‬ ‫$ن‬$‫ع‬ ‫$لكشف‬$‫ل‬ ‫$ات‬$‫س‬‫$درا‬$‫ل‬‫ا‬ ‫$ن‬$‫م‬ ‫$د‬$‫ي‬‫$ز‬$‫مل‬‫ا‬ ‫$راء‬$‫ج‬‫وإ‬ ،‫$تخدم‬$‫س‬‫امل‬ ‫$تي‬$‫س‬‫$لوج‬$‫ل‬‫ا‬ ‫$لنموذج‬$‫ل‬ ‫$قة‬$‫ب‬‫$طا‬$‫مل‬‫ا‬ ‫$ير‬$‫غ‬ ‫$ة‬$‫ب‬‫$تجا‬$‫س‬‫اال‬ ‫$ماط‬$‫ن‬‫أ‬ ‫ذوي‬ ‫$فردات‬$‫مل‬‫وا‬ ‫$راد‬$‫ف‬‫األ‬
‫$تحقق‬$‫ل‬‫وا‬ ،‫$تني‬$‫ي‬‫$نظر‬$‫ل‬‫ا‬ ‫$ال‬$‫ك‬ ‫$ن‬$‫م‬ ‫$تخلصة‬$‫س‬‫امل‬ ‫$ج‬$‫ئ‬‫$نتا‬$‫ل‬‫ا‬ ‫$ة‬$‫ق‬‫د‬ ‫$لى‬$‫ع‬ ‫$ر‬$‫ث‬‫$ؤ‬$‫ت‬ ‫$ها‬$‫ن‬‫$أ‬$‫ب‬ ‫$عتقد‬$‫ي‬ ‫$رى‬$‫خ‬‫أ‬ ‫$تغيرات‬$‫م‬ ‫$ناول‬$‫ت‬ ‫$ند‬$‫ع‬ ‫$تني‬$‫ي‬‫$نظر‬$‫ل‬‫ا‬ ‫$ني‬$‫ب‬ ‫$ات‬$‫ف‬‫$تال‬$‫خ‬‫ا‬ ‫$ود‬$‫ج‬‫و‬
.‫منهما‬ ‫كل‬ ‫فاعلية‬ ‫على‬ ‫أثارها‬ ‫من‬
- ‫$علم‬‫مل‬‫ا‬ ‫$ي‬‫ث‬‫$ال‬‫ث‬ ‫$تي‬‫س‬‫$وج‬‫ل‬ ‫$موذج‬‫ن‬ - ‫$لمفردة‬‫ل‬ ‫$ة‬‫ب‬‫$تجا‬‫س‬‫اال‬ ‫$ة‬‫ي‬‫$ظر‬‫ن‬ - ‫$ة‬‫ي‬‫$تقليد‬‫ل‬‫ا‬ ‫$قياس‬‫ل‬‫ا‬ ‫$ة‬‫ي‬‫$ظر‬‫ن‬ - ‫$فردات‬‫مل‬‫ا‬ ‫$ص‬‫ئ‬‫$صا‬‫خ‬ :‫#ية‬‫ح‬‫#فتا‬‫مل‬‫ا‬ ‫#كلمات‬‫ل‬‫ا‬
.IRTPRO ‫برنامج‬ - ‫املفردة‬ ‫تمييز‬ - ‫املفردة‬ ‫صعوبة‬ - ‫املفردات‬ ‫معالم‬ ‫تقديرات‬ - ‫محاكاة‬ ‫دراسة‬
χ2
‫د‬

2. Abstract
This study aimed to explore the difference in the parameters that could be attributed to the inherent trait
through the points obtained by using both the traditional classical test theory (CTT) and the item response
theory (IRT) according to the three-dimensional logistic model and the search for the justification for using
the methods according to either theory of measurement. By comparing the properties of items in the light
of traditional measurement theory and the theory of individual response according to the 3-parameter
logistic model, using simulation data generated using WinGen3, and the use of descriptive and inferential
statistics to detect statistically significant differences.
The study sample consisted of 1000 participants. A 60-unit single-response test, corresponding to the
3-parameter logistic model, was then conducted to verify the compatibility of the test items with the two
measurement methods. The normality of the distribution of generated responses was verified. The results
of the statistical analysis of the Klomgroff-Smirnoff test and the Shapiro-Wilik test indicated that their
values were statistically significant at the significance level of (0.05). It was concluded that the indicators
reviewed showed that the normality of the distribution of responses generated was reasonable and
sufficient. The results of the study sample were analyzed according to the Principal Components Analysis
method, and then the factors were analyzed using Varimax method, to verify the one-dimensional
assumption on SPSS, The statistical program (IRTPRO4) was used to calculate the estimates of the items
parameters (difficulty and discrimination) according to the two theories. The results obtained through the
estimation of the items parameters according to the traditional theory were that: the extent of the difficulty
of items was (0.636) and the values ranged from 0.958-0.322), where the arithmetic mean and standard
deviation of the values of the difficulty parameter are (0.624), (0.148) respectively, and the degree of
kurtosis and skewness were (-0.074), (-0.736), respectively and the range of discrimination coefficients
was (0.346).
The values of the coefficients ranged between was (0.469-0.123), where the mean and standard
deviation of the values of the discrimination parameter were (0.297), (0.072) respectively, and the degree
of kurtosis and skewness were (0.41), (-0.247), respectively. The results were based on the estimation of
the parameters of the items according to the individual response theory of the 3-parameter model: the
value of the difficulty of items was 4.64 and the values of the coefficients ranged between (-2.39) -
(2.25). The mathematical mean and standard deviation of the difficulty parameter values were (-0.226),
(1.035) respectively, and the degree of kurtosis and skewness were (0.097), (-0.326), respectively. The
value of the coefficient of discrimination was (1.26),
The results of the study indicated that the test items enjoyed an average level of difficulty,
discrimination, validity, and reliability according to these two measurement theories as both hypotheses
were validated in the data. The results indicated that there was no statistical significance of the differences
in the estimation of the items parameters between the two measurement theories. In the light of the
findings and generalizations, the study recommended that:
• The scope of research be expanded on the possibility of dual use of both
• Further studies should be undertaken to focus on the detection of differences in the availability of
good assessment requirements between the two theories,
• Studies psychometrics should be more concerned with focusing on the detection of differences in
capacity estimates for the characteristics of individuals and items with response patterns that do not
conform to the logistic model used,
• Further studies should identify the differences between the two theories when dealing with other
variables that are believed to affect the accuracy of the results obtained from both theories and to
verify their effects on the effectiveness of both theories,
Key Words: Parameters of the items - Classical test theory (CTT) - Item response theory (IRT) - Model three
parameter logistic (3PLM) - Simulation study - item difficulty - item discrimination coefficients - Statistical
software IRTPRO.
‫ه‬