تقييم نتاجات التعلم المعرفية لدى طلبة الصفوف من السادس إلى التاسع الأساسي في الرياضيات باستخدام اختبار متعدد المستويات وفق نظرية الإستجابة للفقرة
This study aimed to determine the degree of achievement of the cognitive learning outcomes of mathematics among students in grades 6 to 9 in Jordan, and to determine whether the outcomes of learning mathematics vary according to gender and supervising variables. Four criterion referenced tests corresponding with cognitive outcomes were constructed for these grades, the number of items of those tests in its final form for these grades from the basic 6 to 9 grades was: 85, 110, 88 and 81, respectively. These results were used to construct three multi-level tests of mathematics (6th-7th), (7th-8th), and (8th-9th) covering the expected cognitive outcomes after the teaching of math curricula and books in the classroom, as well as the joint outputs of each successive grade. The data matching of the binary model parameter through the test of square squared was verified (x2) using (bilog-mg3) programming after verifying one-dimensional assumptions (through four scales), and other assumptions. Multi-level tests were applied to each successive grade on a sample of (640) students assigning (160) student to each grade. The results of the study showed that the cutting degrees according to the method of the conflicting groups among the four basic grades from sixth to ninth grade are: 44, 38, 57 and 60, respectively, and the success rates for the same grades according to the cutting degrees in this method were: 67.5%, 52 23%, 12%, respectively, while the cutting degrees using Angov method for the four basic grades were 66.01, 49.72, 55.53 and 59.88 respectively, with success rates: 49.4%, 26.9%, 25% and 12.5%, respectively. The results of the study also showed a difference in the degree of achievement of the cognitive outcomes of gender variable for the benefit of females and for all the grades covered by the study, as well as differences in students’ performance variable according to supervising authority for the benefit of students in public schools in the sixth and eighth basic grades, while this was reflected among grades 7 and 9, because students in UNRWA and private schools performed better than students in public schools. The results were discussed, and a number of recommendations were made. (Author's abstract)