شبكة المعلومات العربية التربوية

This study aimed to compare between the complete ordering method and the traditional method to control the effect of guessing on the psychometric properties of the multiple-choice test. The study population consisted of all -grade students in the government schools of the fourth Amman directorate of education (Lewaa-Marka) in the first semester of the academic year 2020/2021, The study used the descriptive and analytical approach. the sample is selected by the available method from the -grade students, from (2) schools, al-Mu'tasim primary for male and Bab al-Wad secondary school for female, where their number reached (180) that are (100) males and (80) female students. To achieve the goal of the study, and to answer its questions, the researcher constructed an achievement test consisting of (27) multiple-choice items with four alternatives from the unit of (trigonometric ratios and solving triangles). The test is applied to the study sample members. The results related the following: There are statistically significant differences at the level of significance (α ≤ 0.05) in the averages of students’ performance on the test between the three methods of correction in favor of the Complete Ordering Method, followed by the standard method, then the traditional method of correction (punishment). Also are statistically significant differences (α ≤ 0.05) in Criterion – Referenced, in favor of the complete ordering method versus the standard method and the traditional correction method which called (punishment), while no statistically significant differences appeared between the two traditional correction methods (punishment) and the standard method but, in case of Cronbach’s alpha validity, there are statistically significant between the three methods of correction in favor of the complete ordering method, followed by the standard method, then the traditional method of correction (punishment). (Published abstract)