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    مقياس رافن الملون - 240520 - 133739

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    raghad19796
    The document discusses the Coloured Progressive Matrices (CPM) test created by John Raven. The CPM test measures spatial relationship ability and is a valid cross-cultural test. It consists of 3 sets of items that increase in difficulty and measure the ability to complete patterns and series.

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    مقياس رافن الملون - 240520 - 133739

    Uploaded by

    raghad19796
    5 views40 pages
    The document discusses the Coloured Progressive Matrices (CPM) test created by John Raven. The CPM test measures spatial relationship ability and is a valid cross-cultural test. It consists of 3 sets of items that increase in difficulty and measure the ability to complete patterns and series.

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    مقياس رافن الملون_240520_133739

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    The document discusses the Coloured Progressive Matrices (CPM) test created by John Raven. The CPM test measures spatial relationship ability and is a valid cross-cultural test. It consists of 3 sets of items that increase in difficulty and measure the ability to complete patterns and series.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    5 views40 pages

    مقياس رافن الملون - 240520 - 133739

    Uploaded by

    raghad19796
    The document discusses the Coloured Progressive Matrices (CPM) test created by John Raven. The CPM test measures spatial relationship ability and is a valid cross-cultural test. It consists of 3 sets of items that increase in difficulty and measure the ability to complete patterns and series.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 40

    ‫ﺍﻟﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ‪ -‬ﻏﺯﺓ‬

    ‫ﻜﻠﻴـــﺔ ﺍﻟﺘﺭﺒﻴــــﺔ‬
    ‫ﻗﺴــﻡ ﻋﻠـﻡ ﺍﻟﻨﻔــﺱ‬

    ‫ﻣﺴـــﺎﻕ‬
    ‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ )ﻋﻤﻠـﻲ(‬
    ‫ُ‬
    ‫ﺍﺧﺘﺒﺎﺭ ﺍﳌﺼﻔﻮﻓﺎﺕ ﺍﳌﺘﺘﺎﺑﻌﺔ ﺍﳌﻠﻮﻥ ﻟـ "ﺠﻭﻥ ﺭﺍﻓﻥ" )‪(CPM‬‬

    ‫ﺗﻘﺪﻳﻢ‬
    ‫ﺍﻷﺳﺘﺎﺫ‪ /‬ﺇﺑﺮﺍﻫﻴـﻢ ﻣﺼﻄﻔـﻰ ﲪـﺎﺩ‬
    ‫ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺑﺎﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺑﻐﺰﺓ‬

    ‫‪ 20‬ﻧﻮﻓﻤﺒـﺮ ‪2008‬‬

    ‫‪PDF created with pdfFactory trial version www.pdffactory.com‬‬


    ‫ﺍﺨﺘﺒﺎﺭ ﺍﻟﻤﺼﻔﻭﻓﺎﺕ ﺍﻟﻤﺘﺘﺎﺒﻌﺔ ﺍﻟﻤ‪‬ﻠﻭﻥ ‪(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 ﺍﻟﻤ‪‬ﻜﻤﻠﺔ ﻟﻠﻤﺼﻔﻭﻓﺔ ﺍﻟﺘﻲ ﺒـﺎﻷﻋﻠﻰ‪.‬‬
    ‫ﻭﺍﻟﻤﺠﻤﻭﻋﺎﺕ ﺍﻟﺜﻼﺜﺔ ﺍﻟﺴﺎﺒﻘﺔ ﻭﻀﻌﺕ ﻓﻲ ﺼﻭﺭﺓ ﻤﺭﺘﺒﺔ؛ ﻭﻫﺫﺍ ﺍﻟﺘﺭﺘﻴﺏ ﻴ‪‬ﻨﻤﻲ ﺨﻁ ﻤﻨﺴﻕ ﻤﻥ ﺍﻟﺘﻔﻜﻴﺭ ﻭﺍﻟﺘـﺩﺭﻴﺏ‬

    ‫‪١‬‬

    ‫‪PDF created with pdfFactory trial version www.pdffactory.com‬‬


    ‫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 ﻴ‪‬ﻨﻅﺭ 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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