الفهرس 
مدخل الي الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Tests are one of the important means upon which to measuring and
evaluating the capabilities of students from different levels of study, depend they
can detect the elements of success and diagnose the strengths and weaknesses of
the students in order to improve and develop their skills. is why tests have
occupied a large space in the psychological and educational research. Because
psychological testing movement , the psychologists are interested in achieving the
validity the tests and standard their persistence to achieve the highest degree of
objectivity when they ues these tools in the measurement process.
It play a fundamental role in the life of the learner and the more learner makes
progress in the years of the study tests gained importance more often become the
only principle means in the evaluation of the progress of the learner, in addition
they are considerd organized means determine the amount of knowledge gained by
the learner (Ragaa Mahmoud, 1987: 111) .
Therefore, the psychological and educational measurement are considered
important fields in psychology because of their significant role in the possibility of
measuring the behavioral phenomena such as the academic achievement the
capabilities , the capacity and preparations and others because it offered the
foundations and principles by which they can measure these phenomena.
(Hagag Ghanem , 2007: 11)
The Educational Measurement and Evaluation play a great role in developing
the educational process by identifying the level of its performance and directing its
paths in line with the objectives, therefore the development of the systems and
methods of evaluation and examination receive great interest by the researchers,
whether in the developed countries or developing countries, depending on what is
confirmed by the contemporary educational and psychological researchs where
they assert the critical importance of evaluations the methods of in the achievement
of the desired objectives (Mimi Elsaid ,2007: 2).
The significant developments in the theories of the psychological and
educational measurement and its models and applications at the last three decades
affect clearly the process of developing the strategies of education and improving
the measurement method its tools , and the methodologies and techniques of
education. ( Salah El-dinn Allam , 1995 : 5)
The Item banks are one of the modern styles to evaluate student performance ,
it one of applications used in the item response theory , which contribute in
providing assistance to the institutions that are responsible for the educational
process to enable them to make continuous assessment for the students they
providing them with sets of minute objective questions that are already calibrated
and accurated and make sure of their safety and ease of application to measure
specific educational objectives (Mahmoud Ahmed Omar et al., 2010: 449).
The Research Problem :
This problem of the research can be summarized in the following questions:
1-What is item difficulty estimation of The Item Bank and its calibration by using
Rasch model?
2-What is the persons ability estimation to every possible raw total score in Item
Bank by using Rasch model?
3-To what extend a test is validity and reliability in its final form by using rasch
model?
The Aims of The Research :
This research aims at the following points:
1-Recognising the psychometric properties of The Item Bank through a sample of
a Third-Year students in the Department of Psychology , Faculty of Arts, South
Valley university sample by using the classical test theory.
2-Estimating item difficulty of The mental ability test and its calibration
by using Rasch model.
3-Estimating the capability of the persons to every possible raw total score in a
mental
ability test by using Rasch model.
4-Recognising the test validity and reliability in its new form after the
calibration by using Rasch model.
5- Measuring the students educational achievement in an objective way by Appling
the modern theory that treat the disadvantages of the traditional theory, therefor it
is important to change the questions the traditional examination system to over
come clouded shortcomings.
6- Change the attitude of the students towards the school courses and the question
in the exam which are considered as some traditional question that lack objectivity
and try to convert them into objective question based upon the independence of the
items used in the sample .
7- Come up with recommendations which enable us to use of Rasch model in the
construction of the some practical tests in other school courses.
The importance of the study:
1- Providing a Item bank in the course of psychological measurement because it
characterized by objectivity and rationing . in addition to , it is important to change
the system of the question in the exam from being just questions that lack
objectivity to other ones that are characterized by objectivity on the process of
measurement to be able to measure the academic achievement.
2- Use Rasch model in the construction of the item Bank provided by the current
study to achieve objectivity in the measurement and Rasch model is one of models
used in the item Response Theory , which overcomes many of the disadvantages
faced by the classical theory therefore Rasch Model is an important factor model in
the construction or preparation of tests to measure and evaluate the academic
achievement of the students.
3- Using the result of the Students in the exam to apply in on other school courses
to reconsider and evaluated this course this helps to identify the difficulties faced
by the students in this course and try to overcome and treat by the specialist
professors.
4- Using Rasch model in measurement achieves objectivity in estimating both the
difficulty of the item and the ability of the individual and making sure that it is not
affected by changing the vocabulary used. This means that measuring is stable and
is not influenced by using a different measurement tool, in ther wards , it reflects
the independence of the individual’s capacity form the vocabulary used in the item
bank.
5- using this study will help to identify the level of the academic achievement of
the students to observe the progress of the educational process.
Hypotheses of the research :
1-Differentiate the item difficulty estimation of the mental ability and its
calibration by using rasch model.
2-Differentiate the person ability estimation to every possible raw total score in the
mental ability test by using rasch model.
3-Achieving validity and reliability to the test in its final form by using rasch
model.
The limits of the study :
The sample :
The final sample included (192 ) third- year student in department psychology
Faculty of Arts , South Vaally University , at the end of the academic year (2014-
2015), their age range from 20-22 years old at the average of 21, 05 .
The tool :
The researcher used Item Bank which is consisted of three Test of the multiple
choice test.( the first consists of 31 item , the second consists of 31 item , wherase
the third consists of 30 item )
The Procedures :
1-The researcher uses the computer program ’’ Exel ’’ to check the modulus of
discrimination and the difficulty , and the effectiveness of dispersants .
2- The researcher uses the computer program ’’ SPSS ’’ in correct answered .
3-the researcher uses the computer program ’’ Winsteps ’’ to calibrate the difficulty
and estimate the capabilities of the individuals by using Rasch Model
The results :
Can be summarized as follows:
1- Discrimination coefficient with the total score in the test between ( 0,26 – 0,71 )
by using the classical test theory.
2- Difficult coefficient with the total score in the test between (50%-70% ) by
using the classical test theory.
3- The Item Bank contains a high score of validity and reliability by using the
classical test theory.
4-There were not perfect or zero data.
5-All Persons were fit rasch model.
6-Item difficulty was between ( 36.26 ) to ( 59.95 ) by using rasch model.
7-Person ability to every possible raw score in the test are between ( 4.22 ) to
( 95.69 ) by using rasch model.
8-All test items were fit rasch model.
9-All the test items had the ability to discriminate persons.
10-Item difficulty reliability rose to ( 0.87 ) and persons’ ability reliability
rose to ( 0.91 ) by using rasch model.