ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ -ﻏﺯﺓ
ﻜﻠﻴـــﺔ ﺍﻟﺘﺭﺒﻴــــﺔ
ﻗﺴــﻡ ﻋﻠـﻡ ﺍﻟﻨﻔــﺱ
ﻣﺴـــﺎﻕ
ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ )ﻋﻤﻠـﻲ(
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ﺍﺧﺘﺒﺎﺭ ﺍﳌﺼﻔﻮﻓﺎﺕ ﺍﳌﺘﺘﺎﺑﻌﺔ ﺍﳌﻠﻮﻥ ﻟـ "ﺠﻭﻥ ﺭﺍﻓﻥ" )(CPM
ﺗﻘﺪﻳﻢ
ﺍﻷﺳﺘﺎﺫ /ﺇﺑﺮﺍﻫﻴـﻢ ﻣﺼﻄﻔـﻰ ﲪـﺎﺩ
ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺑﺎﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺑﻐﺰﺓ
20ﻧﻮﻓﻤﺒـﺮ 2008
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ﺍﺨﺘﺒﺎﺭ ﺍﻟﻤﺼﻔﻭﻓﺎﺕ ﺍﻟﻤﺘﺘﺎﺒﻌﺔ ﺍﻟﻤﻠﻭﻥ (CPM) Coloured Progressive Matrices
ﺍﺳﻢ ﺍﳌﺆﻟﻒ :ﺠﻭﻥ ﺭﺍﻓﻥ John. Raven
ﺍﻟﻌﻤﺮ ﺍﻟﺬﻱ ﻳﻄﺒﻖ ﻋﻠﻴـﻪ (11.6 - 5.6) :ﺴﻨﺔ ﻤﻥ ﺍﻟﻌﺎﺩﻴﻴﻥ ﻭﺍﻟﻤﺘﺄﺨﺭﻴﻥ ﻋﻘﻠﻴﺎﹰ ،ﻭﻜﺫﻟﻙ ﻜﺒـﺎﺭ ﺍﻟـﺴﻥ
ﺍﻟﺫﻴﻥ ﺃﻋﻤﺎﺭﻫﻡ ﻤﺎ ﺒﻴﻥ ) (85 - 65ﻋﺎﻤﺎﹰ.
ﺍﻟﻮﻗﺖ ﺍﻟﻼﺯﻡ ﻟﻠﺘﻄﺒﻴﻖ :ﺃﻥ ﻴﻜﻭﻥ ﻭﻗﺘﺎﹰ ﻜﺎﻓﻴﺎﹰ ﻭﻤﻨﺎﺴﺒﺎﹰ ﻟﻠﺘﻁﺒﻴﻕ ﺤﺴﺏ ﻤﺎ ﻴﺭﺍﻩ ﺍﻟﻔﺎﺤﺹ
ﻣﻘﺪﻣﺔ
ﻅﻬﺭ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻷﻭل ﻤﺭﺓ ﻋﺎﻡ ) (1947ﻭﺘﻡ ﺘﻌﺩﻴﻠﻪ ﻋﺎﻡ ) .(1956ﺤﻴﺙ ﺍﺴﺘﻐﺭﻕ ﺇﻋـﺩﺍﺩ ﻭﺘﻁـﻭﻴﺭ
ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﺤﻭﺍﻟﻲ ) (30ﻋﺎﻤﺎﹰ ﻤﻥ ﻋﻤﺭ ﺍﻟﻌﺎﻟﻡ ﺍﻹﻨﺠﻠﻴﺯﻱ "ﺠﻭﻥ ﺭﺍﻓﻥ ." John. Raven
ﻭﻴﻌﺘﺒﺭ ﺍﺨﺘﺒﺎﺭ "ﺭﺍﻓﻥ "Ravenﻤﻥ ﺍﻻﺨﺘﺒـﺎﺭﺍﺕ )ﺍﻟﻌﺒـﺭ ﺤـﻀﺎﺭﻴﺔ (Cross- Culturalﺍﻟـﺼﺎﻟﺤﺔ
ﻟﻠﺘﻁﺒﻴﻕ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻟﺒﻴﺌﺎﺕ ﻭﺍﻟﺜﻘﺎﻓﺎﺕ؛ ﻓﻬﻭ ﺍﺨﺘﺒﺎﺭ ﻻ ﺘﺅﺜﺭ ﻓﻴﻪ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺤﻀﺎﺭﻴﺔ –ﺃﻱ ﻋﻨﺩﻤﺎ ﻴﻜـﻭﻥ ﺍﻟﻬـﺩﻑ
ﻤﻥ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺒﻌﺩ ﻋﻥ ﺃﺜﺭ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻋﻠﻰ ﺍﻟﻤﻔﺤﻭﺹ .-ﻤﻊ ﻤﻼﺤﻅﺔ ﺃﻥ "ﺭﺍﻓﻥ" ﻴﺤﺒﺫ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﺎﻴﻴﺱ ﻟﻔﻅﻴﺔ
ﺒﺠﺎﻨﺏ ﺍﺨﺘﺒﺎﺭ )ﺍﻟﻤﺼﻔﻭﻓﺎﺕ( ﻟﻠﻭﺼﻭل ﺇﻟﻰ ﺼﻭﺭﺓ ﻜﺎﻤﻠﺔ ﻟﻠﻨﺸﺎﻁ ﺍﻟﻌﻘﻠﻲ ﻟﻠﻔﺭﺩ .ﻭﺨﺎﺼﺔ ﺃﻥ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻴﻬـﺩﻑ
ﺇﻟﻰ ﻗﻴﺎﺱ ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻤﻜﺎﻨﻴﺔ ﻟﻠﻔﺭﺩ.
ﻭﻴﻘﻭﻡ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻋﻠﻰ ﻨﻅﺭﻴﺔ "ﺍﻟﻌﺎﻤﻠﻴﻥ ﻟﺴﺒﻴﺭﻤﺎﻥ "Spearman؛ ﺤﻴﺙ ﻭﺠﺩ ﻤﻥ ﺨﻼل ﺍﻟﻌﺩﻴـﺩ ﻤـﻥ
ﺍﻷﺒﺤﺎﺙ ﺍﻟﺘﻲ ﻁﺒﻘﺕ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﺃﻨﻪ ﻤﺘﺸﺒﻌﺎﹰ )ﺒﺎﻟﻌﺎﻤل ﺍﻟﻌﺎﻡ(.
ﻣﻜﻮﻧﺎﺕ ﺍﳌﻘﻴﺎﺱ
ﻴﺘﻜﻭﻥ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻤﻥ ) (3ﻤﺠﻤﻭﻋﺎﺕ ،ﻭﻫﻲ:
.1ﺍﻟﻤﺠﻤﻭﻋﺔ ) :(Aﻭﺍﻟﻨﺠﺎﺡ ﻓﻴﻬﺎ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺇﻜﻤﺎل ﻨﻤﻁ ﻤﺴﺘﻤﺭ ،ﻭﻋﻨﺩ ﻨﻬﺎﻴـﺔ ﺍﻟﻤﺠﻤﻭﻋـﺔ
ﻴﺘﻐﻴﺭ ﻫﺫﺍ ﺍﻟﻨﻤﻁ ﻤﻥ ﺍﺘﺠﺎﻩ ﻭﺍﺤﺩ ﺇﻟﻰ ﺍﺘﺠﺎﻫﻴﻥ ﻓﻲ ﻨﻔﺱ ﺍﻟﻭﻗﺕ.
.2ﺍﻟﻤﺠﻤﻭﻋﺔ ) :(ABﻭﺍﻟﻨﺠﺎﺡ ﻓﻴﻬﺎ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺍﻷﺸﻜﺎل ﺍﻟﻤﻨﻔﺼﻠﺔ ﻓﻲ ﻨﻤﻁ ﻜﻠﻲ ﻋﻠـﻰ
ﺃﺴﺎﺱ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻟﻤﻜﺎﻨﻲ.
.3ﺍﻟﻤﺠﻤﻭﻋﺔ ) :(Bﻭﺍﻟﻨﺠﺎﺡ ﻓﻴﻬﺎ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻓﻬﻡ ﺍﻟﻔﺭﺩ ﻟﻠﻘﺎﻋﺩﺓ ﺍﻟﺘﻲ ﺘﺤﻜﻡ ﺍﻟﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻷﺸـﻜﺎل ﺍﻟﻤﺭﺘﺒﻁـﺔ
ﻤﻨﻁﻘﻴﺎﹰ ﺃﻭ ﻤﻜﺎﻨﻴﺎﹰ ،ﻭﻫﻲ ﺘﺘﻁﻠﺏ ﻗﺩﺭﺓ ﺍﻟﻔﺭﺩ ﻋﻠﻰ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻤﺠﺭﺩ.
ﻭﻜل ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺘﺘﻜﻭﻥ ﻤﻥ ) (12ﻤﺼﻔﻭﻓﺔ ،ﻭﻜل ﻤﺼﻔﻭﻓﺔ ﺘﺤﺘﻭﻱ ﺒﺄﺴﻔﻠﻬﺎ ﻋﻠـﻰ
) (6ﻤﺼﻔﻭﻓﺎﺕ ﺼﻐﻴﺭﺓ ﺒﺤﻴﺙ ﻴﺨﺘﺎﺭ ﺍﻟﻤﻔﺤﻭﺹ ﻤﺼﻔﻭﻓﺔ ﻭﺍﺤﺩﺓ ﻟﺘﻜﻭﻥ ﻫﻲ ﺍﻟﻤﻜﻤﻠﺔ ﻟﻠﻤﺼﻔﻭﻓﺔ ﺍﻟﺘﻲ ﺒـﺎﻷﻋﻠﻰ.
ﻭﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﺜﻼﺜﺔ ﺍﻟﺴﺎﺒﻘﺔ ﻭﻀﻌﺕ ﻓﻲ ﺼﻭﺭﺓ ﻤﺭﺘﺒﺔ؛ ﻭﻫﺫﺍ ﺍﻟﺘﺭﺘﻴﺏ ﻴﻨﻤﻲ ﺨﻁ ﻤﻨﺴﻕ ﻤﻥ ﺍﻟﺘﻔﻜﻴﺭ ﻭﺍﻟﺘـﺩﺭﻴﺏ
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ﺍﻟﻤﻘﻨﻥ ﻋﻠﻰ ﻁﺭﻴﻘﺔ ﺍﻟﻌﻤل؛ ﻤﻤﺎ ﻴﺠﻌل ﺍﻟﻔﺭﺼﺔ ﻤﺘﺎﺤﺔ ﻟﻘﻴﺎﺱ ﺍﻟﻨﻤﻭ ﺍﻟﻌﻘﻠﻲ ﻟﻸﻁﻔﺎل ﺤﺘﻰ ﻴﺼﻠﻭﺍ ﺇﻟـﻰ ﺍﻟﻤﺭﺤﻠـﺔ
ﺍﻟﺘﻲ ﻴﺴﺘﺨﺩﻤﻭﺍ ﻓﻴﻬﺎ ﺍﻟﺘﻔﻜﻴﺭ ﺍﻟﻘﻴﺎﺴﻲ ﻜﻁﺭﻴﻘﺔ ﻟﻼﺴﺘﻨﺘﺎﺝ؛ ﻭﻫﻲ ﻤﺭﺤﻠﺔ ﺍﻟﻨﻀﺞ ﺍﻟﻌﻘﻠﻲ ،ﻭﺍﻟﺘﻲ ﺘﺒﺩﺃ ﻓـﻲ ﺍﻻﻨﺤـﺩﺍﺭ
ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻟﺸﻴﺨﻭﺨﺔ؛ ﻭﻫﺫﺍ ﻤﺎ ﻴﺠﻌل ﻤﺘﻭﺴﻁ ﺍﻷﺩﺍﺀ ﻟﻁﻔل ﺍﻟـ ) (8ﺴﻨﻭﺍﺕ ﻗﺭﻴﺒﺎﹰ ﻤﻥ ﺃﺩﺍﺀ ﺸـﺨﺹ ﻓـﻲ ﺍﻟــ
) (80ﻤﻥ ﻋﻤﺭﻩ.
ﻜﻤﺎ ﻴﻼﺤﻅ ﺃﻥ ﻫﺫﻩ ﺍﻟﺒﻁﺎﻗﺎﺕ ﻗﺩ ﺼﻤﻤﺕ ﺒﺄﻟﻭﺍﻥ ﻤﺨﺘﻠﻔﺔ؛ ﺤﺘﻰ ﺘﺴﺘﻁﻴﻊ ﺘﻠﻙ ﺍﻟﺒﻁﺎﻗﺎﺕ ﺠﺫﺏ ﺍﻨﺘﺒﺎﻩ ﺍﻟﻁﻔل
ﺍﻟﻤﻔﺤﻭﺹ ﺃﻜﺒﺭ ﻗﺩﺭ ﻤﻤﻜﻥ ﺒﺩﻻﹰ ﻤﻥ ﺘﺸﺘﺕ ﺍﻨﺘﺒﺎﻫﻪ ﻓﻲ ﺃﺸﻴﺎﺀ ﺃﺨﺭﻯ.
ﺗﻌﻠﻴﻤﺎﺕ ﺗﻨﻔﻴﺬ ﺍﻻﺧﺘﺒﺎﺭ ﺍﳌﻌﻄﺎﺓ ﻟﻠﻤﻔﺤﻮﺹ
• ﻴﻘﻭﻡ ﺍﻟﻔﺎﺤﺹ ﺒﻜﺘﺎﺒﺔ ﺍﺴﻡ ﺍﻟﻤﻔﺤﻭﺹ ﻓﻲ ﻭﺭﻗﺔ ﺍﻹﺠﺎﺒﺔ ،ﻭﻤﻥ ﺜﻡ ﻴﻔﺘﺢ ﻜﺘﻴﺏ ﺍﻻﺨﺘﺒﺎﺭ ﺃﻤﺎﻡ ﺍﻟﻤﻔﺤﻭﺹ ﻋﻠـﻰ
ﺸﻜل ) (A1ﻭﻴﻘﻭل ﻟﻪ) :ﺍﻨﻅﺭ ﺇﻟﻰ ﻫﺫﺍ ﺍﻟﺸﻜل –ﻭﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻟﺸﻜل ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﺃﻋﻠﻰ ﺍﻟﺼﻔﺤﺔ -ﻗﺎﺌﻼﹰ) :ﻜﻤﺎ
ﺘﺭﻯ ﻓﺈﻥ ﻫﺫﺍ ﺍﻟﺸﻜل ﻗﻁﻊ ﻤﻨﻪ ﺠﺯﺀ؛ ﻭﻫﺫﺍ ﺍﻟﺠﺯﺀ ﺍﻟﻤﻘﻁﻭﻉ ﻤﻭﺠﻭﺩ ﻓﻲ ﺃﺤﺩ ﺍﻷﺠﺯﺍﺀ ﺍﻟﻤﺭﺴﻭﻤﺔ ﺃﺴﻔل ﺍﻟﺸﻜل
–ﻭﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻷﺠﺯﺍﺀ ﺃﺴﻔل ﺍﻟﺼﻔﺤﺔ ﻭﺍﺤﺩﺍﹰ ﺒﻌﺩ ﺍﻵﺨﺭ (-ﺜﻡ ﻴﻘﻭل) :ﻻﺤﻅ ﺃﻥ ﻭﺍﺤﺩﺍﹰ ﻓﻘﻁ ﻤﻥ ﻫﺫﻩ ﺍﻷﺠـﺯﺍﺀ
ﻫﻭ ﺍﻟﺫﻱ ﻴﺼﻠﺢ ﻹﻜﻤﺎل ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ( ،ﻭﺒﻌﺩ ﺫﻟﻙ ﻴﻘﻭل) :ﺍﻨﻅﺭ ﺇﻟﻰ ﺍﻟﺸﻜل ﺍﻟﺼﻐﻴﺭ ﺭﻗﻡ ) (1ﻨﺠـﺩ ﺃﻨـﻪ
ﻋﺒﺎﺭﺓ ﻋﻥ ﺨﻁﻭﻁ ﺴﻭﺩﺍﺀ ﻤﺎﺌﻠﺔ ﻋﻠﻰ ﻤﺴﺎﺤﺔ ﺨﻀﺭﺍﺀ؛ ﻭﻫﻭ ﻴﺨﺘﻠﻑ ﻋﻥ ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ؛ ﻭﻟـﺫﻟﻙ ﻓﻬـﻭ ﻻ
ﻴﺼﻠﺢ ﻹﻜﻤﺎﻟﻪ .ﻭﺇﺫﺍ ﻨﻅﺭﻨﺎ ﺇﻟﻰ ﺍﻟﺸﻜل ﺍﻟﺼﻐﻴﺭ ﺭﻗﻡ ) (2ﻨﺠﺩ ﺃﻨﻪ ﻴﻤﺜل ﻤﺴﺎﺤﺔ ﺨﻀﺭﺍﺀ ﻟﻴﺱ ﺒﻬﺎ ﺃﻱ ﺸـﻜل؛
ﻓﻬﻭ ﻻ ﻴﺼﻠﺢ ﺃﻴﻀﺎﹰ ﻹﻜﻤﺎل ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ .ﻭﺇﺫﺍ ﺍﻨﺘﻘﻠﻨﺎ ﺇﻟﻰ ﺍﻟﺸﻜل ﺍﻟﺼﻐﻴﺭ ﺭﻗﻡ ) (3ﻨﺠﺩ ﺃﻨﻪ ﻋﺒـﺎﺭﺓ ﻋـﻥ
ﻤﺭﺒﻌﺎﺕ ﺼﻐﻴﺭﺓ ﺒﻴﻀﺎﺀ ﻭﺴﻭﺩﺍﺀ؛ ﻭﻟﺫﻟﻙ ﻓﻬﻭ ﻴﺨﺘﻠﻑ ﻋﻥ ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ .ﻭﺃﻤﺎ ﺍﻟﺸﻜل ﺍﻟـﺼﻐﻴﺭ ﺭﻗـﻡ )(6
ﻓﺈﻨﻪ ﻴﺸﺒﻪ ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ ﻓﻲ ﺍﻷﻟﻭﺍﻥ ﻭﺍﻟﺸﻜل؛ ﻭﻟﻜﻨﻪ ﻏﻴﺭ ﻜﺎﻤل .ﺇﺫﻥ ﻴﻭﺠﺩ ﺠﺯﺀ ﻭﺍﺤﺩ ﻫﻭ ﺍﻟـﺫﻱ ﻴﻜﻤـل
ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ؛ ﻀﻊ ﺃﺼﺒﻌﻙ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﺠﺯﺀ((.
• ﺒﻌﺩ ﺫﻟﻙ ﻴﺘﺄﻜﺩ ﺍﻟﻔﺎﺤﺹ ﺒﺄﻥ ﺍﻟﻤﻔﺤﻭﺹ ﻭﻀﻊ ﺃﺼﺒﻌﻪ ﻋﻠﻰ ﺍﻟﺸﻜل ﺍﻟﺼﺤﻴﺢ ،ﻭﺇﺫﺍ ﻟﻡ ﻴﻀﻊ ﺃﺼـﺒﻌﻪ ﻋﻠـﻰ
ﺍﻟﺠﺯﺀ ﺍﻟﺼﺤﻴﺢ ﻴﻘﻭﻡ ﺍﻟﻔﺎﺤﺹ ﺒﺯﻴﺎﺩﺓ ﺍﻟﺸﺭﺡ ﺤﺘﻰ ﻴﻀﻊ ﺍﻟﻁﻔل ﺃﺼﺒﻌﻪ ﻋﻠﻰ ﺍﻟﺸﻜل ﺍﻟﺼﺤﻴﺢ.
• ﺜﻡ ﻴﻘﻭﻡ ﺍﻟﻔﺎﺤﺹ ﺒﺘﺴﺠﻴل ﺍﻹﺠﺎﺒﺔ ﻓﻲ ﺍﻟﻭﺭﻗﺔ ﺍﻟﻤﻌﺩﺓ ﻟﺫﻟﻙ –ﻭﻫﺫﻩ ﺍﻟﻭﺭﻗﺔ ﻤﺭﻓﻘﺔ ﻤﻊ ﺍﻟﻜﺭﺍﺴﺔ ﺍﻟﺤﺎﻟﻴﺔ.-
• ﺜﻡ ﻴﻨﺘﻘل ﺍﻟﻔﺎﺤﺹ ﺇﻟﻰ ﺍﻟﺸﻜل ) (A2ﻭﻴﻘﻭل) :ﺍﻵﻥ ﻀﻊ ﺃﺼﺒﻌﻙ ﻋﻠﻰ ﺍﻟﺠﺯﺀ ﺍﻟﺫﻱ ﻴﻤﻜﻥ ﻭﻀﻌﻪ ﻓﻲ ﺍﻟﻔـﺭﺍﻍ
ﻹﻜﻤﺎل ﺍﻟﺸﻜل ﺍﻷﺼﻠﻲ(؛ ﻭﺇﺫﺍ ﻟﻡ ﻴﺴﺘﻁﻊ ﺍﻟﻤﻔﺤﻭﺹ ﺍﻹﺠﺎﺒﺔ؛ ﻴﻘﻭﻡ ﺒﺎﻟﺭﺠﻭﻉ ﺇﻟﻰ ﺍﻟﺸﻜل ) (A1ﻭﻴﻌﻴﺩ ﺍﻟﺸﺭﺡ
ﺤﺘﻰ ﻴﻔﻬﻡ ﺍﻟﻤﻔﺤﻭﺹ ﺍﻟﻔﻜﺭﺓ؛ ﻓﺈﺫﺍ ﺘﻡ ﺍﻟﺤل ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﺸﻜل ) (A2ﻓﺈﻨﻪ ﻴﻨﺘﻘل ﺇﻟﻰ ﺍﻟﺸﻜل ) (A3ﻭﻴﻘﻭل) :ﻀﻊ
ﺃﺼﺒﻌﻙ ﻋﻠﻰ ﺍﻟﺠﺯﺀ ﺍﻟﺼﺤﻴﺢ( ،ﺜﻡ ﻴﻘﻭل) :ﻻﺤﻅ ﺃﻥ ﺠﺯﺀﺍﹰ ﻭﺍﺤﺩﺍﹰ ﻓﻘﻁ ﻤﻥ ﺒﻴﻥ ﻫﺫﻩ ﺍﻷﺠﺯﺍﺀ ﻫﻭ ﺍﻟـﺼﺤﻴﺢ،
ﻜﻥ ﻤﻨﺘﺒﻬﺎﹰ ﻭﺍﻨﻅﺭ ﺇﻟﻰ ﻜل ﺠﺯﺀ ﻤﻨﻬﺎ ﻗﺒل ﺃﻥ ﺘﺨﺘﺎﺭ ﺍﻟﺠﺯﺀ ﺍﻟﺼﺤﻴﺢ ،ﻜﻥ ﺤﺭﻴﺼﺎﹰ ﺒﺄﻥ ﺘﺘﺄﻜﺩ ﺃﻨﻙ ﻗﺩ ﻭﺠـﺩﺕ
ﺍﻟﺠﺯﺀ ﺍﻟﺼﺤﻴﺢ ﻗﺒل ﺃﻥ ﺘﺸﻴﺭ ﺇﻟﻴﻪ ﺒﺄﺼﺒﻌﻙ؛ ﻭﺇﺫﺍ ﻜﻨﺕ ﻏﻴﺭ ﻤﺘﺄﻜﺩ ﻤﻥ ﺍﻹﺠﺎﺒﺔ ﺍﻨﻅـﺭ ﺇﻟـﻰ ﺍﻟـﺸﻜل ﻤـﺭﺓ
ﺃﺨﺭﻯ( .ﺜﻡ ﻴﻨﺘﻘل ﺍﻟﻔﺎﺤﺹ ﺒﻌﺩ ﺫﻟﻙ ﺇﻟﻰ ﺍﻷﺸﻜﺎل ﺍﻟﺘﺎﻟﻴﺔ ،ﻭﻴﻠﻘﻲ ﻨﻔﺱ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ.
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ﺗﻌﻠﻴﻤﺎﺕ ﺍﻻﺧﺘﺒﺎﺭ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻔﺎﺣﺺ
• ﺇﺫﺍ ﺘﻌﺜﺭ ﺍﻟﻤﻔﺤﻭﺹ ﻭﻟﻡ ﻴﺴﺘﻁﻊ ﻓﻬﻡ ﺍﻻﺨﺘﺒﺎﺭ ﻭﺤﻠﻪ ﺤﺘﻰ ﺍﻟﺸﻜل ) (A5ﻭﺠﺏ ﺇﻴﻘﺎﻑ ﺍﻻﺨﺘﺒﺎﺭ ﻭﺍﻋﺘﺒﺎﺭﻩ ﻏﻴﺭ
ﺼﺎﻟﺢ ﻟﻠﺘﻁﺒﻴﻕ ﻤﻊ ﻫﺫﺍ ﺍﻟﻤﻔﺤﻭﺹ.
• ﻴﺠﺏ ﺇﻋﻁﺎﺀ ﺍﻟﻤﻔﺤﻭﺹ ﻭﻗﺕ ﻜﺎﻑٍ ﻟﻠﺘﻔﻜﻴﺭ ﻭﺍﻻﺨﺘﻴﺎﺭ ﻭﻋﺩﻡ ﺍﻟﺘﻌﻠﻴﻕ ﻋﻠﻰ ﺍﻹﺠﺎﺒﺔ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﺼـﺤﻴﺤﺔ ﺃﻭ
ﺨﺎﻁﺌﺔ.
• ﻤﻥ ﺍﻟﻤﻤﻜﻥ ﻟﻠﻔﺎﺤﺹ ﺃﻥ ﻴﺴﺘﺨﺩﻡ ﺍﻟﺸﻜل ) (A1ﻓﻲ ﺍﻟﺸﺭﺡ ﻟﻠﻤﻔﺤﻭﺹ ﻭﻫﻭ ﻴﻨﺘﻘل ﻤﺎ ﺒـﻴﻥ ﺍﻷﺸـﻜﺎل ﺤﺘـﻰ
ﺍﻟﺸﻜل ).(A5
• ﺤﺘﻰ ﻻ ﻴﺩﺨل ﺍﻟﻤﻠل ﺇﻟﻰ ﺍﻟﻤﻔﺤﻭﺹ؛ ﻓﻤﻥ ﺍﻟﻤﻤﻜﻥ ﻋﺩﻡ ﺘﻜﺭﺍﺭ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﻤﻥ ﻗِﺒـل ﺍﻟﻔـﺎﺤﺹ ﺇﺫﺍ ﻭﺠـﺩ ﺃﻥ
ﺍﻟﻤﻔﺤﻭﺹ ﻤﺘﺠﺎﻭﺏ ﻓﻲ ﺤل ﺃﺸﻜﺎل ﺍﻻﺨﺘﺒﺎﺭ.
ﺛﺒﺎﺕ ﻭﺻﺪﻕ ﺍﳌﻘﻴﺎﺱ
ﻴﺘﻤﺘﻊ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﺒﺜﺒﺎﺕ ﻭﺼﺩﻕ ﺠﻴﺩ ،ﻭﺫﻟﻙ ﻤﻥ ﺨﻼل ﺘﺘﺒﻊ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺘﻲ ﻗﺎﻤـﺕ
ﺒﺎﺴﺘﺨﺩﺍﻤﻪ ،ﺤﻴﺙ ﺘﺭﺍﻭﺤﺕ ﻤﻌﺎﻤﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻤﺎ ﺒﻴﻥ ) ،(0.91 -0.62ﻭﺒﺩﺭﺍﺴﺎﺕ ﺃﺨـﺭﻯ ﺘﺭﺍﻭﺤـﺕ ﻤـﺎ ﺒـﻴﻥ
) ،(0.99 -0.44ﻭﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﺘﺭﺍﻭﺤﺕ ﻤﺎ ﺒﻴﻥ ).(0.82 -0.55
ﻧﻈﺎﻡ ﺍﻟﺘﺼﺤﻴﺢ
.1ﺒﻌﺩ ﺍﻨﺘﻬﺎﺀ ﺍﻟﻤﻔﺤﻭﺹ ﻤﻥ ﺍﻹﺠﺎﺒﺔ ﻋﻥ ﺍﻷﺴﺌﻠﺔ؛ ﻴﺘﻡ ﺴﺤﺏ ﻜﺭﺍﺴﺔ ﺍﻻﺨﺘﺒﺎﺭ ﻭﻭﺭﻗﺔ ﺍﻹﺠﺎﺒﺔ ﻤﻨﻪ.
.2ﺜﻡ ﻴﺤﺴﺏ ﻟﻜل ﺴﺅﺍل ﺼﺤﻴﺢ ﺃﺠﺎﺒﻪ ﺍﻟﻤﻔﺤﻭﺹ ) (1ﺩﺭﺠﺔ ،ﻭﺍﻟﺴﺅﺍل ﺍﻟﺫﻱ ﻟﻡ ﻴﺠﻴﺏ ﻋﻨﻪ ﻴﻭﻀﻊ ﻟﻪ ).(0
.3ﻭﻟﻤﻌﺭﻓﺔ ﺍﻹﺠﺎﺒﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ :ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﻭﺭﻗﺔ ﻤﻔﺘﺎﺡ ﺍﻟﺘﺼﺤﻴﺢ ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﻔﺎﺤﺹ -ﻭﻫﻲ ﻤﺭﻓﻘـﺔ ﺒﻬـﺫﻩ
ﺍﻟﻜﺭﺍﺴﺔ.-
.4ﺜﻡ ﺘﺠﻤﻊ ﺍﻟﺩﺭﺠﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﺘﻲ ﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻤﻔﺤﻭﺹ ﻟﻤﻌﺭﻓﺔ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴـﺔ ﻟﻠﻤﻔﺤـﻭﺹ ﻓـﻲ ﻫـﺫﺍ
ﺍﻻﺨﺘﺒﺎﺭ.
ﺣﺴﺎﺏ ﻧﺴﺒﺔ ﺍﻟﺬﻛﺎء
.1ﺒﻌﺩ ﻤﻌﺭﻓﺔ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻲ ﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻟﻤﻔﺤﻭﺹ؛ ﻨﺫﻫﺏ ﻟـ )ﻗﺎﺌﻤﺔ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻤﺌﻴﻨﻴﺔ( –ﻭﻫﻲ ﻤﺭﻓﻘـﺔ
ﻤﻊ ﺍﻟﻜﺭﺍﺴﺔ -ﻟﻤﻌﺭﻓﺔ ﻤﺎ ﻴﻘﺎﺒل ﻫﺫﻩ ﺍﻟﺩﺭﺠﺔ ﺍﻟﺨﺎﻡ ﻤﻥ ﺩﺭﺠﺔ ﻤﺌﻴﻨﻴﺔ ،ﻭﺫﻟﻙ ﻤﻊ ﻤﺭﺍﻋﺎﺓ ﺃﻥ ﻴﻨﻅﺭ ﻟﺩﺭﺠﺘـﻪ ﺘﺤـﺕ
ﺍﻟﺴﻥ ﺍﻟﺫﻱ ﻴﻨﺩﺭﺝ ﻓﻴﻪ ﺍﻟﻤﻔﺤﻭﺹ.
.2ﻭﺒﻌﺩ ﻤﻌﺭﻓﺔ ﺍﻟﺩﺭﺠﺔ ﺍﻟﻤﺌﻴﻨﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻌﻤﺭ ﺍﻟﻤﻔﺤﻭﺹ؛ ﻨﻨﺘﻘل ﻟﻤﻌﺭﻓﺔ ﻤﺎ ﻴﻘﺎﺒل ﻫﺫﻩ ﺍﻟﺩﺭﺠـﺔ ﺍﻟﻤﺌﻴﻨﻴـﺔ ﻤـﻥ
ﺘﻭﺼﻴﻑ ﻟﻠﻤﺴﺘﻭﻯ ﺍﻟﻌﻘﻠﻲ ﻭﻨﺴﺒﺔ ﺫﻜﺎﺀ.
ﻭﻓﻴﻤﺎ ﻴﻠﻲ ﺴﻨﻌﺭﺽ ﺒﻁﺎﻗﺎﺕ ﺍﺨﺘﺒﺎﺭ ﺍﻟﻤﺼﻔﻭﻓﺎﺕ ﺍﻟﻤﻠﻭﻨﺔ ﺍﻟـ ) (36ﻤﺼﻔﻭﻓﺔ
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