‫‪Dr.

Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫اﻷﺣﺪاث اﻟﺘﻌﻠﯿﻤﯿﺔ ﻟﻠﺪرس‬

‫‪Instructional Events‬‬

‫إﻋــﺪاد‬
‫أ‪.‬د‪ .‬ﻧﺒﯿﻞ ﻋﺒﺪ اﻟﻮاﺣـﺪ ﻓﻀﻞ‬
‫أﺳﺘﺎذ اﻟﻤﻨﺎھﺞ وﻃﺮق اﻟﺘﺪرﯾﺲ‬
‫ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ – ﺟﺎﻣﻌﺔ ﻃﻨﻄﺎ‬
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - ١Library‬‬
Dr. Mohamed AbdElnaby - Library 2009

‫اﻷﺣﺪاث اﻟﺘﻌﻠﯿﻤﯿﺔ ﻟﻠﺪرس‬

Instructional Events

‫اﻟﻤﻘﺪﻣـﺔ‬
‫اﻟﺠﺴـﻢ‬

‫اﻻﺳﺘﻨﺘﺎج‬

‫اﻟﺘﻘﯿﯿـﻢ‬

2009 Dr. Mohamed AbdElnaby - ٢Library

Dr. Mohamed AbdElnaby - Library 2009

Introduction ‫اﻟﻤﻘﺪﻣـﺔ‬

. 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 2009

Body ‫اﻟﺠﺴـﻢ‬

Recall Prior Knowledge ‫• اﺳﺘﺪﻋﺎء اﻟﻤﻌﺮﻓﺔ اﻟﺴﺎﺑﻘﺔ‬

Process information & Examples ‫• ﻣﻌﺎﻟﺠﺔ اﻟﻤﻌﻠﻮﻣﺎت واﻷﻣﺜﻠﺔ‬

Focus Attention ‫• ﺗﺮﻛﯿـﺰ اﻻﻧﺘﺒــﺎه‬

Employ Learning Strategies ‫• ﺗﻮﻇﯿﻒ اﺳﺘﺮاﺗﯿﺠﯿﺎت اﻟﺘﻌﻠﻢ‬

Practice ‫• اﻟﺘـﺪرﯾــﺐ‬

Evaluate Feedback ‫اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ اﻟﻤﻨﺎﺳﺒﺔ‬

٤
•
2009 Dr. Mohamed AbdElnaby - Library
Dr. Mohamed AbdElnaby - Library 2009

Conclusion ‫اﻻﺳﺘﻨﺘﺎج‬

Summarize & Review ‫• اﻟﺨﻼﺻﺔ واﻟﻤﺮاﺟﻌﺔ‬

Transfer Learning ‫• ﺗﺤــﻮﯾﻞ اﻟﺘﻌﻠﻢ‬

Remotivation & Close ‫• إﻋﺎدة اﺛﺎرة اﻟﺪاﻓﻌﯿﺔ واﻟﻐﻠﻖ‬

2009 Dr. Mohamed AbdElnaby - ٥Library

Dr. Mohamed AbdElnaby - Library 2009

Assessment ‫اﻟﺘﻘﯿﯿﻢ‬

Assess Performance ‫• ﺗﻘﯿﯿﻢ اﻷداء‬

‫• اﻟﺘﺼﺤﯿﺢ واﻟﺒﺤﺚ ﻋﻦ اﻟﻌﻼج‬

Evaluate Feedback & Seek Remediation

2009 Dr. Mohamed AbdElnaby - ٦Library

‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﻣﻔﮭﻮم اﻟﺘﺪرﯾﺲ‬

‫‪Technical‬‬ ‫اﻟﻌﻠﻤﻲ ‪Paradigm‬‬

‫‪Technical Paradigm‬‬ ‫اﻟﺒﺎرادﯾﻢ اﻟﻌﻠﻤﻲ‬
‫اﻟﺒﺎرادﯾﻢ‬

‫• ﯾﺴﺘﻨﺪ إﻟﻰ ﻣﺒﺎدىء اﻟﺤﺘﻤﯿﺔ اﻟﺴﺒﺒﯿﺔ واﻟﻔﻠﺴﻔﺔ اﻟﻮﺿﻌﯿﺔ اﻟﻤﻨﻄﻘﯿﺔ‬

‫• ﯾﺴﺘﻨﺪ إﻟﻰ اﻟﻨﻈﺮﯾﺔ اﻟﺴﻠﻮﻛﯿﺔ ‪:‬‬

‫” اﻟﺘﺪرﯾﺲ آﻟﯿﺔ ﺧﻄﯿﺔ ﺗﺤﻜﻤﮭﺎ اﻟﻌﻼﻗﺔ ﺑﯿﻦ اﻟﻤﺜﯿﺮ واﻻﺳﺘﺠﺎﺑﺔ “‬

‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - ٧Library‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﺧﺼﺎﺋﺺ اﻟﺘﺪرﯾﺲ ﻓﻲ ﺿﻮء اﻟﺒﺎراداﯾﻢ اﻟﻌﻠﻤﻲ‬

‫• ﺻﯿﺎﻏﺔ أھﺪاف ﺳﻠﻮﻛﯿﺔ ﻣﺴﺒﻘﺔ ‪.‬‬

‫• ﺗﻔﺘﯿﺖ اﻟﻤﺤﺘﻮى ‪.‬‬
‫• ﺳﻠﺒﯿﺔ اﻟﻤﺘﻌﻠﻢ ‪.‬‬
‫• ﺗﻌﺰﯾﺰ ﺧﺎرﺟﻲ ‪.‬‬
‫• ﺗﻘﻮﯾﻢ ﻧﮭﺎﺋﻲ ‪.‬‬
‫• ﺳﯿﻄﺮة اﻟﻤﻌﻠﻢ ‪.‬‬

‫‪2009‬‬
‫‪Mohamed‬ﺎً‪.Dr.‬‬
‫ﻣﻌﺪ ﻣﺴﺒﻘ‬ ‫ﻣﻨﮭﺞ‬ ‫‪٨‬‬
‫•‬
‫‪AbdElnaby - Library‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﺗﺎﺑﻊ ﻣﻔﮭﻮم اﻟﺘﺪرﯾﺲ‬

‫‪Nontechnical‬‬ ‫ﺍﻟﻁﺒﻴﻌﻲ ‪Paradigm‬‬

‫‪Nontechnical 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 “‬

‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - ٩Library‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬
‫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 ‪.‬‬
‫‪2009‬‬ ‫اﻻﺟﺘﻤﺎﻋﻲ واﻟﺜﻘﺎﻓﻲ ﻟﻠﻨﻤﻮ اﻟﻤﻌﺮﻓﻲ ‪.‬‬ ‫اﻟﺴﯿﺎق ‪Dr.‬‬
‫أھﻤﯿﺔ ‪Mohamed‬‬ ‫ﺗﺄﻛﯿﺪ‬
‫‪AbdElnaby‬‬ ‫‪١٠‬‬ ‫•‬
‫‪- Library‬‬
‫‪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 ‪.‬‬
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby ١١‬‬
‫‪- Library‬‬
 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
Dr. Mohamed AbdElnaby - Library 2009

Variables

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
‫‪2009‬‬
‫ﺸﺨﺼﻴﺔ ﺃﻓﻀل )‪.(Type F‬‬ ‫‪ ü‬ﺨﺼﺎﺌﺹ‬ ‫‪١٤‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬
‫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

‫‪2009‬‬
‫‪.‬‬ ‫اﻟﻤﺴﺘﻘﺒﻞ‬ ‫ﻟﺒﺤﻮث‬ ‫أﺳﺎﺳﯿﺔ‬ ‫ﻗﺎﻋﺪة‬
‫‪Dr. Mohamed AbdElnaby ١٥‬‬
‫‪- Library‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬
‫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
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby ١٦‬‬
‫‪- Library‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬
‫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

‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby ١٧‬‬

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Dr. Mohamed AbdElnaby - Library
Four Categories of Learner Characteristics2009

Similarities Differences
• Intelligence Quotient
• Sensory Capacities
Stable

• Cognitive Styles
• Information Processing
• Psychosocial Traits
• Types and Condition of
learning • Gender, Ethnicity and
Radical group
Changing

Development Process Development State

• Intellectual • Prior Learning
• Language • General
• Psychosocial • Specific
• Moral
2009 Dr. Mohamed AbdElnaby ١٨
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Dr. Mohamed AbdElnaby - Library 2009

Kinds of Learner Characteristics

Cognitive •
Similarities Differences Physiological •

Stable• Stable• Affective •

Changing• Changing• Social•

Specific Prior Knowledge

2009 Dr. Mohamed AbdElnaby ١٩

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Dr. Mohamed AbdElnaby - Library 2009

Implication for Instructional Design

• Pace • Medium • Feedback

• Practice • Concreteness & •Learner control
Abstraction
•Relevance Statement • Reading level
• Grouping
• Attention •Vocabulary
• Chunking
• Context of •Reinforcement
Examples •Response mode
• Time
• Context of Practice • Number of
• Learning
Items Examples
guidance
• Structure •Amount of Practice
2009 Dr. Mohamed AbdElnaby ٢٠
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Dr. Mohamed AbdElnaby - Library 2009

Component of Instructional Strategies

Organizational Delivery Management

Strategies Strategies Strategies
Macro strategies scope•
and sequence structure Media selection • Scheduling •

Micro strategies• Grouping• Acquisition of•

expanded instructional
strategies. resources.
events.

2009 Dr. Mohamed AbdElnaby ٢١

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Dr. Mohamed AbdElnaby - Library 2009

Expanded instructional events.

Introduction
Body

Conclusion
Assessment

2009 Dr. Mohamed AbdElnaby ٢٢

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Dr. Mohamed AbdElnaby - Library 2009
Component of Instructional Strategies
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
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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
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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
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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

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Dr. Mohamed AbdElnaby - Library 2009

Dr. Mohamed AbdElnaby Elsayed Ghanem

Faculty of Law. Tanta University. Egypt
http://dr--mohamed-abd-elnaby.spaces.live.com

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2009 Dr. Mohamed AbdElnaby - Library