التفاعل بين نمطى التقويم البديل (الذاتي - الأقران) والتغذية الراجعة (فورية - مرجأة) باستخدام مقاييس التقدير الالكترونية فى بيئات التعلم الشخصية وأثره على تنمية مهارات البرمجة والتفكير الناقد لدى طلاب المرحلة الثانوية
The research aims to provide a treatment related to the types of alternative evaluation (self - peers) with the types of feedback (immediate - delayed) according to the use of graded assessment scales (Rubrics) to develop programming skills for high school students and their critical thinking skills among Personal learning environments, The research sample consisted of (64) secondary school students using the experimental design with four groups, the Research Methodology used the: analytical descriptive approach, educational systems development method ISD, also experimental method . in order to measure the effect of independent variables on the dependent variables through the research experiment, the instruments used in the search were the achievement test, the product evaluation card, and the critical thinking scale, The research found the following results: 1) There are statistically significant differences at the level (0.05) between the mean scores of students who use the alternative evaluation type (self) and students who use the alternative evaluation type (peers ) in the post-measurement of the cognitive achievement test in favor of the self-evaluation type; 2) There are statistically significant differences at the level (0.05) between the mean scores of the students who use the alternative evaluation type( self) and students who use the alternative evaluation type (peers ) in the post-measurement of the product evaluation card in favor of the peer-evaluation type; 3) There are statistically significant differences at the level (0.05) between the mean scores of the students who use the alternative evaluation type( self) and students who use the alternative evaluation type (peers) in the post-measurement of the critical thinking scale in favor of the peer-evaluation type; 4) There are statistically significant differences at the level (0.05) between the mean scores of the students who use the (immediate) feedback type and the (delayed) feedback type in the post-measurement of the cognitive achievement test in favor of the delayed feedback type; 5) There are statistically significant differences at the level (0.05) between the mean scores of the students who use the (immediate) feedback type and the (delayed) feedback type in the post-measurement of the product evaluation card in favor of the immediate feedback type; 6) There are statistically significant differences at the level (0.05) between the mean scores of the students who use the (immediate) feedback type and the (delayed) feedback type in the post-measurement of the critical thinking scale in favor of the immediate feedback type; 7) There are statistically significant differences at the level (0.05) between the mean scores of the students in the post-measurement of the cognitive achievement test due to the effect of the interaction between the two alternative evaluation type (self - peers) with the personal environment and the feedback type (immediate - delayed) in favor of the self-evaluation type and delayed feedback type; 8) There are statistically significant differences at the level (0.05) between the mean scores of the students in the post-measurement of the product evaluation card due to the effect of the interaction between the two alternative evaluation type (self - peers) in the personal environment and the feedback type (immediate - delayed) in favor of the peer- evaluation type and immediate feedback type; 9) There are statistically significant differences at the level (0.05) between the mean scores of the students in the post-measurement of the critical thinking scale due to the effect of the interaction between the two evaluation type (self - peers) in the personal environment and the feedback type (immediate - delayed) in favor of the peer evaluation type and immediate feedback type. (Published abstract)