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مستويات التقويم والتصانيف التي تضمنتها في اسئلة امتحان مادة التاريخ

      جاء التقويم  ليكون مكملا للعمليات التعليمية يساعد على الوقوف على نتائجها وسبل النهوض بها والوقوف على المعوقات التي تقف امام مسيرتها وقد عنيت عمليات التقويم باهتمام كبير من قبل القائمين على العمليات التعليمية اذ عقدت العديد من المؤتمرات والندوات واجريت العديد من الدراسات عالميا ومحليا من اجل الوقوف على هذه العملية المهمة الداعمة للتعليم والنهوض بمستويات المتعلمين ، ومن بين ابرز تلك الادوات التقويمية التي استاثرت باهتمام الباحثين الامتحانات الاًداة المهمة في تقرير العديد من جوانب وتفاصيل العملية التعليمية ، ومن بين ابرز وسائل التقويم الاكثر شيوعا واستخداما الامتحانات التي كانت ولاتزال تستخدم في العملية التعليمية لتوفير تغذيه راجعه للمتعلم والمعلم والمؤسسات التعليمية على السواء ، لذا فان الوقوف على هذه الاسئلة الامتحانية ومدى ملائمتها للفئة التي اعدت لها ومدى مراعاة هذه الاسئلة لابرزمواصفات ومعايير الاسئلة الجيدة يعد من بين اهم الامور التي يجب البحث والتعرف على جوانبها المختلفة ، ذلك ان اهمية الاسئلة الامتحانية تكمن في كونها لاتعد وسيلة لقياس مدى حفظ وتمكن المتعلمين من المادة التعليمية فحسب وانما هي وسيلة لبناء قدرات وامكانات ومهارات مختلفة لدى المتعلمين لتهيئتهم لمواجهة مواقف الحياة وخبراتها المختلفة ، من هذا فان البحث الحالي يهدف الى التعرف على مدى مراعاة واضعي الاسئلة الامتحانية لمعايير ومواصفات الاسئلة الجيدة وفق بعض المعايير التي حددها البحث وهي تصنيف بلوم ( Bloom  (للاهداف التربوية ،تصنيف جمعية معلمي المواد الاجتماعية ، تصنيف ((Weaver & Cenci ، معيار عدد الاجابات ( المفتوحة او المقيدة) ، معيار الاسئلة الموضوعية، معيار الشمول ، وقد استخدمت الباحثة النسبة المئوية كوسيلة احصائية لايجاد الاوزان النسبية للمحتوى ونسب التكرارات للاسئلة ،  وقد توصلت البحث الى النتائج الاتية :

 

 

  1. قلة اهتمام واضعي أسئلة الامتحانات المركزية بمعايير ومواصفات الأسئلة الجيدة .
  2. عدم مراعاة واضعي الاسئلة المرحلة الدراسية ونوع الاسئلة التي يجب ان تعطى لكل مرحلة ومايجب ات تقيس .
  3. إهمال المجالين الوجداني والمهاري لتصنيف(Bloom) إذ جاء تركيز الأسئلة على المجال المعرفي خاصة مستوى التذكر .
  4. جميع الاسئلة مقالية مفتوحة الاجابة ولم يرد سؤال موضوعي واحد .
  5. قلة الاهتمام بشمول أسئلة الامتحانات المركزية للمحتوى الدراسي المقرر،اذ جاءت جميع نسب الشمول ضعيفة جداً.
  6. قلة اهتمامهم بالأسئلة غير المباشرة المثيرة لتفكير الطلبة ، او الاسئلة التحليلية االتفكيرية الناقده او الاسئلة التقويمية ،اذ جاءت اغلب الأسئلة مباشرة وصفية تعتمد على الحفظ المجرد.

 

 

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Sun Jan 03 2016
Journal Name
Journal Of The Faculty Of Medicine Baghdad
Biological Impact of Gold Nanoparticle on Estradaiol and Testosterone Levels in Sera of Human Males

Background: There is a little information on the potential nanoparticle risk to human health, particularly on the sex hormones.
Objectives: the present study aims to investigate the impact of gold nanoparticles potential toxicity on the levels of sex hormones testosterone (T) and estradiol (E2) in sera of human males
Patients and methods: a total of 25 healthy men volunteers aged (20-45) years participated. Four types of gold nanoparticles were used to study their impact on estradiol and testosterone levels.
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Publication Date
Wed Jul 01 2015
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Objective: Low adiponectin levels in women with PCOS have been largely attributed to obesity which is common among these patients. Therefore, the aim of this study was to measure adiponectin levels in normal weight women with PCOS and its contribution to development of disease.
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Publication Date
Sun Feb 10 2019
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Publication Date
Sun Apr 04 2010
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Teaching Explanation Difficulties in Islamic University from the lecturers Point of View

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Publication Date
Sat Feb 02 2019
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Abstract
The teacher I the heart of the educational process and the basic mover of
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refines his abilities and makes him ready for the developing and evaluating his
work continuously. due to the importance of the teacher's training according to
the recent developments in his domain, the ministry establishes the training
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and its various activates, and to apply the best techniques that can raise the
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Publication Date
Tue Jul 01 2008
Journal Name
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