محاضرة أولي أسس القياس النفسي PDF

‫ﻣﺭﺣﺑــﺎ ً ﺑﻛــﻡ‬ ‫ﻓﻲ ﻣﻘـﺭﺭ‬ ‫ﺃﺳﺱ ﺍﻟﻘﻳﺎﺱ ﺍﻟﻧﻔﺳﻲ‬ ‫ﻛﻭﺩ‪Psyc0312‬‬ ‫ﺩ‪.‬ﻣﺭﻓﺕ ﺃﺣﻣﺩ ﺷﻭﻗﻲ‬ ‫ﻗﺳﻡ ﻋﻠــﻡ ﺍﻟﻧﻔــﺱ‬ ‫ﻛﻠﻳﺔ ﺍﻵﺩﺍﺏ – ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺭﺓ‬ ‫‪2021 ­ 2020‬‬  ‫ﺍﻟﻣﺣﺎﺿﺭﺓ ﺍﻷﻭﻟﻲ‬ ‫ﻣﻘﺩﻣـﺔ ﺗﻣﻬﻳﺩﻳـﺔ‬ ‫ﻣﻌﻧـﻰ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳـﻲ ﻭﻣﻛﻭﻧﺎﺗـﻪ ﻭﻭﻅﺎﺋﻔـﻪ‬ ...

‫ﻣﺭﺣﺑــﺎ ً ﺑﻛــﻡ‬ ‫ﻓﻲ ﻣﻘـﺭﺭ‬ ‫ﺃﺳﺱ ﺍﻟﻘﻳﺎﺱ ﺍﻟﻧﻔﺳﻲ‬ ‫ﻛﻭﺩ‪Psyc0312‬‬ ‫ﺩ‪.‬ﻣﺭﻓﺕ ﺃﺣﻣﺩ ﺷﻭﻗﻲ‬ ‫ﻗﺳﻡ ﻋﻠــﻡ ﺍﻟﻧﻔــﺱ‬ ‫ﻛﻠﻳﺔ ﺍﻵﺩﺍﺏ – ﺟﺎﻣﻌﺔ ﺍﻟﻘﺎﻫﺭﺓ‬ ‫‪2021 ­ 2020‬‬  ‫ﺍﻟﻣﺣﺎﺿﺭﺓ ﺍﻷﻭﻟﻲ‬ ‫ﻣﻘﺩﻣـﺔ ﺗﻣﻬﻳﺩﻳـﺔ‬ ‫ﻣﻌﻧـﻰ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳـﻲ ﻭﻣﻛﻭﻧﺎﺗـﻪ ﻭﻭﻅﺎﺋﻔـﻪ‬  ‫‪:‬ﺍﻷﻫﺩﺍﻑ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ‬ ‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺃﻥ ‪:‬‬ ‫ﻓﻲ ﻧﻬﺎﻳﺔ ﻫﺫﻩ ﺍﻟﻣﺣﺎﺿﺭﺓ‪ ،‬ﻳﻧﺑﻐﻲ ﺃﻥ ﻳﻛﻭﻥ ﺍﻟﻁﺎﻟﺏ ً‬ ‫‪.1‬ﻳُﻌﺭﻑ ﺍﻟﻘﻳﺎﺱ ﺍﻟﻧﻔﺳﻲ‪ ،‬ﻭﻳُﻣﻳﺯﻩ ﻋﻥ ﺛﻼﺛﺔ ﻣﻔﺎﻫﻳﻡ ﺗﺗﺩﺍﺧﻝ ﻣﻌﻪ ﻭﻫﻲ ‪:‬‬ ‫ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﻧﻔﺳﻲ‪ ،‬ﻭﺍﻟﺗﻘﻭﻳﻡ ﺍﻟﻧﻔﺳﻲ‪ ،‬ﻭﺍﻻﺧﺗﺑﺎﺭ ﺍﻟﻧﻔﺳﻲ‪.‬‬ ‫‪.2‬ﻳَﻌﺭﻑ ﻣﺎﺍﻟﺫﻱ ﻧﻘﻳﺳﻪ‪ ،‬ﻭﻛﻳﻔﻳﺔ ﻗﻳﺎﺳﻪ‪.‬‬ ‫‪.3‬ﻳُﺣﺩﺩ ﻣﻛﻭﻧﺎﺕ ﻋﻣﻠﻳﺔ ﺍﻟﻘﻳﺎﺱ ﺍﻟﻧﻔﺳﻲ‪.‬‬ ‫‪.4‬ﻳُﻌﺩﺩ ﺍﻟﻭﻅﺎﺋﻑ ﻭﺍﻷﻏﺭﺍﺽ ﺍﻟﻣﺗﻧﻭﻋﻪ ﻟﻠﻘﻳﺎﺱ ﺍﻟﻧﻔﺳﻲ ﻭﻳُﻘﺩﻡ ﺃﻣﺛﻠﺔ ﻋﻠﻳﻬﺎ‪.‬‬  ‫ﻣﻌﻧﻰ ﺍﻟﻘﻳـﺎﺱ‬ ‫‪‬ﺍﻟﻘﻳﺎﺱ ﻋﻣﻭﻣﺎ ً ﻫﻭ ﺍﻟﻌﻣﻠﻳﺔ ﺍﻟﺗﻲ ﻧﺻﻑ ﺑﻬﺎ ﺷﻳﺋ ًﺎ ﻭﺻﻔًﺎ ﻛﻣﻳًﺎ ﻓﻲ ﺿﻭء‬ ‫ﻗﻭﺍﻋﺩ ﻣﺗﻔﻖ ﻋﻠﻳﻬﺎ‪.‬‬ ‫‪‬ﻭﻳﺗﻡ ﻋﻥ ﻁﺭﻳﻖ ﻣﻘﺎﺭﻧﺔ ﺷﻲء ﻣﺣﺩﺩ ﺑﻭﺣﺩﺓ ﺃﻭ ﻣﻘﺩﺍﺭ ﻣﻌﻳﺎﺭﻱ ﻣﻥ ﻫﺫﺍ‬ ‫ﺍﻟﺷﻲء‪ ،‬ﺑﻬﺩﻑ ﻣﻌﺭﻓﺔ ﻋﺩﺩ ﺍﻟﻭﺣﺩﺍﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ ﻓﻳﻪ‪.‬‬ ‫ﻭﻣﻥ ﺃﻣﺛﻠﺔ ﺫﻟﻙ ﺍﻟﻭﺯﻥ ﻭ ﺍﻟﻁﻭﻝ‬  ‫ﺗﺎﺑـﻊ ‪ :‬ﻣﻌﻧﻰ ﺍﻟﻘﻳـﺎﺱ‬ ‫‪‬ﺍﻟﻭﺯﻥ ﻣﺛﻠﻣﺎ ﻧﺯﻥ ﺷﻳﺋًﺎ ﻟﻧﻌﺭﻑ ﻋﺩﺩ ﻭﺣﺩﺍﺕ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻣﻘﻧﻧـﺔ‬ ‫)ﺍﻟﻛﻳﻠﻭﺟﺭﺍﻣﺎﺕ ﺃﻭ ﺍﻟﺟﺭﺍﻣﺎﺕ ( ﺍﻟﺗﻲ ﺗﻭﺟﺩ ﻭﺗﺗﻛﺭﺭ ﻓﻲ ﻫﺫﺍ ﺍﻟﻭﺯﻥ‪.‬‬ ‫‪‬ﺍﻟﻁﻭﻝ ﻣﺛﻠﻣﺎ ﻳﻘﻳﺱ ﺷﺧﺹ ﻁﻭﻟﻪ ﻟﻳﻌﺭﻑ ﻋﺩﺩ ﺍﻟﻭﺣﺩﺍﺕ ﺍﻟﻣﻌﻳﺎﺭﻳﺔ‬ ‫) ﺍﻷﻣﺗﺎﺭ ﺃﻭ ﺍﻟﺳﻧﺗﻳﻣﺗﺭﺍﺕ ( ﺍﻟﺗﻲ ﺗﺗﻛﺭﺭ ﻟﺗﺣﺩﺩ ﻁﻭﻟﻪ‪.‬‬  ‫ﻣﻌﻧـﻰ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳـﻲ‬ ‫‪‬ﺍﻟﻘﻳﺎﺱ ﺍﻟﻧﻔﺳﻲ ﻫﻭ ﺑﺎﻟﻣﺛﻝ ﺗﻘﺩﻳﺭ ﻛﻣﻲ ﻟﻅﺎﻫﺭﺓ ﻣﺣﺩﺩﺓ‪.‬‬ ‫ﻟﻛﻧﻪ ﻳﺧﺗﻠﻑ ﻋﻥ ﺍﻟﻘﻳﺎﺱ ﻋﻣﻭ ًﻣﺎ ﻓﻲ ﺛﻼﺛﺔ ﺃﻣﻭﺭ ﻫﻲ ‪:‬‬ ‫‪‬ﺃﻭﻻً ‪ :‬ﺇﻥ ﻣﺎ ﻧﻘﻳﺳﻪ ﻫﻭ ﻅﻭﺍﻫﺭ ﺍﻟﺳﻠﻭﻙ ﺍﻟﻅﺎﻫﺭ ﻭﻏﻳﺭ ﺍﻟﻅﺎﻫﺭﻣﺛﻝ ‪:‬‬ ‫­ ﺳﻌﺔ ﺍﻟﺫﺍﻛﺭﺓ‬ ‫­ ﺳﺭﻋﺔ ﺍﻹﺳﺗﺟﺎﺑﺔ‬ ‫­ ﺍﻻﺳﺗﻌﺩﺍﺩ ﺍﻟﻣﻭﺳﻳﻘﻲ‬ ‫­ ﻣﻌﺩﻝ ﺍﻟﻛﻼﻡ‬ ‫­ ﻣﺳﺗﻭﻯ ﺍﻟﺩﺍﻓﻌﻳﺔ‬ ‫­ ﺷﺩﺓ ﺍﻻﺗﺟﺎﻩ‬ ‫­ ﺩﺭﺟﺔ ﺍﻷﻣﻝ‬  ‫ﺗﺎﺑـﻊ ‪ :‬ﻣﻌﻧﻰ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳﻲ‬ ‫‪‬ﺛﺎﻧﻳًﺎ ‪ :‬ﺇﻥ ﻗﻠﻳﻼً ﻣﻥ ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﻔﻳﺯﻳﺎﺋﻳﺔ ﻳﻣﻛﻥ ﻗﻳﺎﺳﻬﺎ ﺑﺻﻭﺭﺓ ﻏﻳﺭ ﻣﺑﺎﺷﺭﺓ‬ ‫ﻋﻥ ﻁﺭﻳﻖ ﻣﺷﺎﻫﺩﺓ ﺁﺛﺎﺭﻫﺎ ‪.‬‬ ‫ﻣﺛﺎﻝ ‪ :‬ﻗﻳﺎﺱ ﺍﻟﺣﺭﺍﺭﺓ ﻋﻥ ﻁﺭﻳﻖ ﺃﺛﺭﻫﺎ ﻋﻠﻲ ﺍﺭﺗﻔﺎﻉ ﻋﻣﻭﺩ ﺍﻟﺯﺋﺑﻖ‪.‬‬  ‫ﺗﺎﺑـﻊ ‪ :‬ﻣﻌﻧﻰ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳﻲ‬ ‫ﺃﻣﺎ ﺃﻏﻠﺏ ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﻧﻔﺳﻳﺔ ﻓﺗﻘﺎﺱ ﺑﻁﺭﻳﻘﺔ ﻏﻳﺭ ﻣﺑﺎﺷﺭﺓ ﻋﻥ ﻁﺭﻳﻖ ‪:‬‬ ‫‪‬ﻣﺷﺎﻫﺩﺓ ﺍﻧﻌﻛﺎﺳﺎﺗﻬﺎ ﻓﻲ ﺍﻟﺳﻠﻭﻙ ﺍﻟﺧﺎﺭﺟﻲ ﻟﻠﺷﺧﺹ‬ ‫) ﺍﻟﺣﺭﻛﻲ ﺃﻭ ﺍﻟﻠﻔﻅﻲ ﺃﻭ ﻏﻳﺭ ﺍﻟﻠﻔﻅﻲ (‪.‬‬ ‫‪‬ﺍﻟﺗﻐﻳﺭﺍﺕ ﺍﻟﻔﺳﻳﻭﻟﻭﺟﻳﺔ ﺍﻟﺗﻲ ﻧﻘﻭﻡ ﺑﺭﺻﺩﻫﺎ ﻭﺗﺳﺟﻳﻠﻬﺎ ‪.‬‬ ‫‪:‬‬ ‫ا‬ ‫أن‬ ‫و ا‬ ‫ـﺎﻟﺩﻭﺍﻓﻊ‬ ‫­ﺍﻟﺗﻌﻠﻡ‬ ‫­ ﺍﻟﺫﻛﺎء‬ ‫­ ﻋﻣﻠﻳﺎﺕ ﺍﻟﺗﻔﻛﻳﺭ‬ ‫­ﺍﻻﻧﻔﻌﺎﻻﺕ‬ ‫­ﺍﻟﻘﻳﻡ‬ ‫­ﺍﻟﻣﻬﺎﺭﺍﺕ‬ ‫­ ﺳﻣﺎﺕ ﺍﻟﺷﺧﺻﻳﺔ‬ ‫ا دة‬ ‫ا‬ ‫ا‬ ‫ل إن ا س ا‬ ‫و‬ ‫أو ى‪.‬‬ ‫وا‬ ‫ات‬ ‫إ‬  ‫ﺗﺎﺑـﻊ ‪ :‬ﻣﻌﻧﻰ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳﻲ‬ ‫‪‬ﺛﺎﻟﺛًﺎ ‪ :‬ﺇﻥ ﺍﻷﺭﻗﺎﻡ ﺍﻟﺗﻲ ﻧﻌﻁﻳﻬﺎ ﻟﻠﻅﻭﺍﻫﺭ ﺍﻟﻧﻔﺳﻳﺔ ﻻ ﺗﻌﺑﺭ ﺩﺍﺋ ًﻣﺎ ﻋﻥ ﻣﻘﺩﺍﺭ‬ ‫ﺍﻟﻅﺎﻫﺭﺓ ﺃﻭ ﻛﻣﻳﺗﻬﺎ ﻟﺩﻯ ﺍﻟﺷﺧﺹ‪ ،‬ﻭﻟﻛﻧﻬﺎ ﺗﺄﺧﺫ ﻣﻌﺎﻧﻲ ﻣﺗﺑﺎﻳﻧﺔ ﺑﺣﺳﺏ ﻁﺑﻳﻌﺔ‬ ‫ﺍﻟﺧﺎﺻﻳﺔ ﻣﻭﺿﻊ ﺍﻟﻘﻳﺎﺱ ‪.‬‬ ‫) ﻭﺳﻧﻔﺻﻝ ﺍﻟﻘﻭﻝ ﻓﻲ ﻫﺫﺍ ﻓﻲ ﻣﺣﺎﺿﺭﺓ ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﻘﻳﺎﺱ (‬ ‫ﻭﻳﻣﻛﻧﻧﺎ ﺃﻥ ﻧﺫﻛﺭ ﻫﻧﺎ ﺑﺈﻳﺟﺎﺯ ﺃﻥ ﺍﻟﺭﻗﻡ ﻗﺩ ﻳﻣﺛﻝ ‪:‬‬ ‫ً‬ ‫‪‬ﺭﻣﺯﺍ ﻟﻔﺋﺔ‬ ‫‪‬ﺃﻭ ﺗﺭﺗﻳﺑًﺎ‬ ‫‪‬ﺃﻭ ﻣﺳﺎﻓﺔ‬ ‫‪‬ﺃﻭ ﻛﻣﻳﺔ‬ ‫‪‬ﻭﺫﻟﻙ ﻭﻓﻖ ﻗﻭﺍﻋﺩ ﻭﺧﻭﺍﺹ ﺭﻳﺎﺿﻳﺔ ﻣﺣﺩﺩﺓ‪.‬‬  ‫ﻣﻛﻭﻧـﺎﺕ ﻋﻣﻠﻳـﺔ ﺍﻟﻘﻳـﺎﺱ‬ ‫‪ :‬ﻧﺧﻠﺹ ﻣﻣﺎ ﺳﺑﻖ ﺇﻟﻰ ﺃﻥ ﻋﻣﻠﻳﺔ ﺍﻟﻘﻳﺎﺱ ﺗﺗﺿﻣﻥ ﺛﻼﺛﺔ ﻣﻛﻭﻧﺎﺕ ﻫﻲ‬ ‫‪‬ﺍﻟﺧﻭﺍﺹ ﺃﻭ ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﻣﺭﺍﺩ ﻗﻳﺎﺳﻬﺎ‪.‬‬ ‫‪‬ﺍﻷﺭﻗﺎﻡ ‪ numbers‬ﺃﻭ ﺍﻷﻋﺩﺍﺩ ‪digits‬ﺍﻟﺗﻲ ﻧُﻘﺩﺭ ﺑﻬﺎ ﻫﺫﻩ ﺍﻟﺧﻭﺍﺹ ﻛﻣﻳًﺎ‪.‬‬ ‫‪‬ﻗﻭﺍﻋﺩ ﻣﺗﻔﻖ ﻋﻠﻳﻬﺎ ﺗُﺣﺩﺩ ﻣﻌﻧﻲ ﺍﻟﺭﻗﻡ ﺍﻟﺫﻯ ﻧﻌﻁﻳﻪ ﻟﻣﺷﺎﻫﺩﺍﺗﻧﺎ ﺑﺣﻳﺙ‬ ‫ﺗﺗﺣﻭﻝ ﻣﻥ ﺧﻭﺍﺹ ﻛﻳﻔﻳﺔ ﺇﻟﻰ ﻗﻳﻡ ﻛﻣﻳﺔ ‪.‬‬  ‫ﺍﻟﻔـﺭﻕ ﺑﻳـﻥ ﺍﻟﻘﻳـﺎﺱ ﻭﺍﻟﺗﻘﻳﻳـﻡ‬ ‫ﺍﻟﻘﻳﺎﺱ ‪ = measurement‬ﺇﻋﻁﺎء ﻗﻳﻣﺔ ‪ value‬ﺭﻗﻣﻳﺔ ﻟﻅﺎﻫﺭﺓ ﻣﺣﺩﺩﺓ ﻳﺗﻡ‬ ‫ﻗﻳﺎﺳﻬﺎ ﺑﻭﺳﻳﻠﺔ ﻗﻳﺎﺱ ﻣﻧﺎﺳﺑﺔ ‪.‬‬ ‫ﻣﺛﺎﻝ ‪ :‬ﺩﺭﺟﺔ ) ﺱ ( ﻋﻠﻰ ﺍﺧﺗﺑﺎﺭ ﺍﻟﻣﻔﺭﺩﺍﺕ = ‪9‬‬ ‫ﻭﺩﺭﺟﺔ ) ﺹ ( ﻋﻠﻰ ﺍﻟﻣﻘﻳﺎﺱ ﻧﻔﺳـﻪ = ‪14‬‬ ‫ﻭﺍﻟﺗﻘﻳﻳﻡ ﻣﺷﺗﻖ ﻣﻥ ﺍﻟﻔﻌﻝ ﺍﻟﻌﺭﺑﻲ )ﻗﻳّﻡ( ﺃﻱ ﺃﺻﺩﺭ ﺣﻛﻡ ﻗﻳﻣﺔ ‪،value judgment‬‬ ‫ﻭﻫﻭ ﻳﻌﻧﻲ ﺇﺻﺩﺍﺭ ﺣﻛﻡ ﻋﺎﻡ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء ﻓﻲ ﺿﻭء ﻣﻌﺎﻳﻳﺭ ﺃﻭ ﻣﺳﺗﻭﻳﺎﺕ ﺃﻭ‬ ‫ﻣﺣﻛﺎﺕ ﻣﺣﺩﺩﺓ ‪.‬‬ ‫ﺗﺎﺑـﻊ ‪:‬ﺍﻟﻔـﺭﻕ ﺑﻳـﻥ ﺍﻟﻘﻳـﺎﺱ ﻭﺍﻟﺗﻘﻳﻳـﻡ‬ ‫ﻓﻲ ﺍﻟﻣﺛﺎﻝ ﺍﻟﺳﺎﺑﻖ ﺇﺫﺍ ﻛﺎﻥ ‪:‬‬ ‫ﻣﺗﻭﺳﻁ ﺃﺩﺍء ﻋﻳﻧﺔ ﺍﻟﺗﻘﻧﻳﻥ ﻋﻠﻰ ﻫﺫﺍ ﺍﻻﺧﺗﺑﺎﺭ = ‪8‬‬ ‫ﻭﺍﻻﻧﺣﺭﺍﻑ ﺍﻟﻣﻌﻳﺎﺭﻱ ﻟﻌﻳﻧﺔ ﺍﻟﺗﻘﻧﻳﻥ ﻋﻠﻳﻪ = ‪2‬‬ ‫ﺇﺫﻥ ﻧﺣﻛﻡ ﻋﻠﻰ ﺃﺩﺍء ‪:‬‬ ‫) ﺱ ( ﺑﺄﻧﻪ ﻣﺗﻭﺳﻁ ﺃﻭ ﻁﺑﻳﻌﻲ ) ﺍﻟﻣﺩﻯ ﺍﻟﻣﺗﻭﺳﻁ ﻣﻥ ‪(10 – 6‬‬ ‫) ﺹ ( ﺑﺄﻧﻪ ﻓﺎﺋﻖ؛ﻷﻥ ﺩﺭﺟﺗﻪ ﻣﺗﻁﺭﻓﺔ ﺑﺎﻟﺯﻳﺎﺩﺓ‪.‬‬ ‫ﻭﻳﻣﻛﻧﻧﺎ ﺃﻥ ﻧﺣﻛﻡ ﻋﻠﻰ ﺃﺩﺍء ) ﺹ ( ﺑﺄﻧﻪ ﺃﻓﺿﻝ ﺍﻭ ﺃﺣﺳﻥ ﻣﻥ ) ﺱ (‪.‬‬  ‫ﻭﻣﺎﺫﺍ ﻋﻥ ﺍﻟﺗﻘﻭﻳﻡ ﺍﻟﻧﻔﺳﻲ ؟؟؟‬ ‫ﺍﻟﺗﻘﻭﻳﻡ ﺍﻟﻧﻔﺳﻲ ‪ psychological evaluation‬ﻣﺷﺗﻖ ﻣﻥ ﺍﻟﻔﻌﻝ ﺍﻟﻌﺭﺑﻲ‬ ‫)ﻗﻭﻡ ( ﺃﻱ ﻋﺩّﻝ ﻭﺃﺻﻠﺢ‪ ،‬ﻭﻫﻭ ﻳُﻌَﺩ ﺍﻟﻐﺎﻳﺔ ﺍﻟﻧﻬﺎﺋﻳﺔ ﻟﻠﻘﻳﺎﺱ ﻭﺍﻟﺗﻘﻳﻳﻡ‪.‬‬ ‫ّ‬ ‫‪:‬‬ ‫ﻭﻳﺗﺿﻣﻥ ﺍﻟﺗﻘﻭﻳﻡ ﺍﻟﻧﻔﺳﻲ‬ ‫أوﻻ ‪ :‬ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﻧﻔﺳﻲ ‪ ،‬ﺍﻟﺳﺎﺑﻖ ﻭﺻﻔﻬﺎ‪.‬‬ ‫‪ :‬ﺇﺩﺧﺎﻝ ﺗﻌﺩﻳﻼﺕ ﻋﻠﻲ ﺍﻟﻅﺎﻫﺭﺓ ﺍﻟﺳﻠﻭﻛﻳﺔ‪ ،‬ﺍﻋﺗﻣﺎﺩًﺍ ﻋﻠﻰ ﺍﻟﺣﻛﻡ ﺍﻟﺫﻱ‬ ‫و‬ ‫ﺃﺻﺩﺭﻧﺎﻩ ﺑﺷﺄﻧﻬﺎ ) ﺗﻘﻳﻳﻣﻬﺎ (‪.‬‬ ‫ﻭﻳﻬﺩﻑ ﺍﻟﺗﻘﻭﻳﻡ ﺇﻟﻰ ﺍﻟﺗﺩﺧﻝ ﻓﻲ ﺍﻟﻅﺎﻫﺭﺓ ﺑﻘﺻﺩ ﻋﻼﺝ ﺟﻭﺍﻧﺏ ﺍﻟﺧﻠﻝ ﻓﻳﻬﺎ ﺃﻭ‬ ‫ﺗﻌﺩﻳﻠﻬﺎ ﺍﻭ ﺗﻧﻣﻳﺗﻬﺎ ﺃﻭ ﺗﺟﻧﺏ ﻣﺧﺎﻁﺭﻫﺎ ‪.‬‬ ‫ﻭﻟﺫﻟﻙ ﻳﻘﺎﻝ ﺇﻥ ﺍﻟﺗﻘﻭﻳﻡ ﻟﻪ ﻁﺑﻳﻌﺔ ﺗﺷﺧﻳﺻﻳﺔ ﻭﻋﻼﺟﻳﺔ ﻭﻭﻗﺎﺋﻳﺔ‪.‬‬  ‫ﻣﺎ ﻫـﻭ ﺍﻻﺧﺗﺑـﺎﺭ ﺍﻟﻧﻔﺳـﻲ ؟‬ ‫ﺍﻻﺧﺗﺑﺎﺭ ﺍﻟﻧﻔﺳﻲ ﻫﻭ ﻭﺳﻳﻠﺔ ﻣﻥ ﺍﻟﻭﺳﺎﺋﻝ ﺍﻟﻌﺩﻳﺩﺓ ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﻟﻘﻳﺎﺱ‬ ‫ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﻧﻔﺳﻳﺔ‪.‬‬ ‫ﻭﻳﺷﺗﺭﻁ ﻓﻲ ﺃﻱ ﺍﺧﺗﺑﺎﺭ ﻧﻔﺳﻲ ﺟﻳﺩ ﺷﺭﻁﺎﻥ ﻫﻣﺎ ‪:‬‬ ‫‪.1‬ﺍﻟﺗﻘﻧﻳﻥ ‪ standardization‬ﻭﻟﻪ ﻣﻅﻬﺭﺍﻥ ‪:‬‬ ‫‪‬ﺗﻭﺣﻳﺩ ﻣﺎﺩﺗﻪ‪ ،‬ﻭﺑﻧﻭﺩﻩ‪ ،‬ﻭﺗﻌﻠﻳﻣﺎﺗﻪ‪ ،‬ﻭﺇﺟﺭﺍءﺍﺕ ﺗﻁﺑﻳﻘﻪ‪ ،‬ﻭﻁﺭﻳﻘﺔ ﺗﺻﺣﻳﺣﻪ‪،‬‬ ‫ﺣﺗﻲ ﻳﻛﻭﻥ ﻫﻭ ﻧﻔﺳﻪ ﻋﻧﺩﻣﺎ ﻳﺳﺗﺧﺩﻡ ﻟﻠﻣﻘﺎﺭﻧﺔ ﺑﻳﻥ ﺳﻠﻭﻙ ﺃﺷﺧﺎﺹ ﻣﺧﺗﻠﻔﻳﻥ ‪.‬‬ ‫‪‬ﺗﻭﺍﻓﺭ ﻣﻌﺎﻳﻳﺭ ﻟﻣﻘﺎﺭﻧﺔ ﺃﺩﺍء ﺍﻷﺷﺧﺎﺹ ﻋﻠﻳﻪ‪.‬‬ ‫‪.2‬ﺍﻟﻣﻭﺿﻭﻋﻳﺔ ‪ objectivity‬ﻭﺗﻌﻧﻲ ﺍﻟﺗﻭﺻﻝ ﻟﻧﻔﺱ ﺍﻟﻧﺗﺎﺋﺞ ﻋﻠﻳﻪ ﻣﻊ‬ ‫ﺍﺧﺗﻼﻑ ﻣﻥ ﻳﻁﺑﻘﻭﻧﻪ ﻋﻠﻲ ﺍﻟﺷﺧﺹ ﻧﻔﺳﻪ‪.‬‬ ‫ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺍﻟﻘﻳﺎﺱ ﻭﺍﻟﺗﻘﻳﻳﻡ ﻭﺍﻟﺗﻘﻭﻳﻡ ﻭﺍﻻﺧﺗﺑﺎﺭﺍﻟﻧﻔﺳﻲ‬ ‫ﺍﻓﺣﺹ ﺍﻟﺷﻛﻠﻳﻥ ﺍﻵﺗﻳﻳﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺍﻟﻣﻔﺎﻫﻳﻡ ﺍﻷﺭﺑﻌﺔ ﻫﻲ‬ ‫ﻋﻼﻗﺔ ﺍﻟﺧﺎﺹ ﺑﺎﻟﻌﺎﻡ‬ ‫ﺍﻟﻣﺄﺧﻭﺫﻳﻥ ﻣﻥ ﺍﻟﻳﻭﺗﻳﻭﺏ‬ ‫ﺍﻻﺧﺗﺑﺎﺭ ﺍﻟﻧﻔﺳﻲ ﻫﻭ ﺍﻷﻛﺛﺭ ﺧﺻﻭﺻﻳﺔ‬ ‫ﺍﻟﺗﻘﻭﻳﻡ ﺍﻟﻧﻔﺳﻲ ﻫﻭ ﺍﻷﻛﺛﺭ ﻋﻣﻭﻣﻳﺔ‬ https://youtu.be/WbIG‐OPbKFo  ‫ﻭﻅـﺎﺋـﻑ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳـﻲ‬ ‫‪‬ﺗﺳﺗﺧﺩﻡ ﺍﻟﻣﻘﺎﻳﻳﺱ ﺍﻟﻧﻔﺳﻳﺔ ﻟﺗﺣﻘﻳﻖ ﻋﺩﺓ ﺃﻏﺭﺍﺽ ﺃﺳﺎﺳﻳﺔ ﻣﻥ ﺃﻫﻣﻬﺎ ‪:‬‬ ‫‪.1‬ﺗﺭﺗﻳﺏ ﺍﻷﻓﺭﺍﺩ ﺑﺣﺳﺏ ﻣﺳﺗﻭﻱ ﺃﺩﺍﺋﻬﻡ ﻟﺗﺣﺩﻳﺩ‬ ‫ﻣﻭﺍﻗﻌﻬﻡ ﺑﺎﻟﻧﺳﺑﺔ ﻟﺑﻌﺿﻬﻡ ﺑﻌﺿًﺎ ﻣﺛﻝ ‪:‬‬ ‫‪‬ﺍﻟﻁﻼﺏ ﺑﺣﺳﺏ ﻣﺳﺗﻭﻱ ﺗﺣﺻﻳﻠﻬﻡ ﺍﻟﺩﺭﺍﺳﻲ‪.‬‬ ‫‪‬ﺍﻟﻌﻣﺎﻝ ﺑﺣﺳﺏ ﻣﺳﺗﻭﻯ ﺇﻧﺗﺎﺟﻳﺗﻬﻡ‪.‬‬ ‫ﺗﺎﺑﻊ ‪ :‬ﻭﻅـﺎﺋـﻑ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳـﻲ‬ ‫‪.2‬ﺍﻝﺍﺧﺗﻳﺎﺭ ‪selection‬‬ ‫ﺗﺳﺗﺧﺩﻡ ﺍﻟﻣﻘﺎﻳﻳﺱ ﺑﻭﺻﻔﻬﺎ ﺃﺩﻭﺍﺕ ﻟﻠﻔﺭﺯ ﻻﺧﺗﻳﺎﺭ‬ ‫ﺃﻓﺿﻝ ﺍﻷﺷﺧﺎﺹ ﺍﻟﻣﺗﻘﺩﻣﻳﻥ ﻟﻭﻅﻳﻔﺔ ﺃﻭ ﻟﻛﻠﻳﺔ ﺃﻭ‬ ‫ﻟﻣﺳﺎﺑﻘﺔ ﻣﺎ ﻭﺍﺳﺗﺑﻌﺎﺩ ﻏﻳﺭﻫﻡ‪.‬‬  ‫ﺗﺎﺑﻊ ‪ :‬ﻭﻅـﺎﺋـﻑ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳـﻲ‬ ‫‪.3‬ﺍﻟﺗﺳﻛﻳﻥ ‪placement‬‬ ‫ﻭﻳﻬﺩُﻑ ﻭﺿﻊ ﺍﻟﺷﺧﺹ ﺍﻟﻣﻧﺎﺳﺏ ﻓﻲ ﺍﻟﻣﻛﺎﻥ ﺍﻟﻣﻧﺎﺳﺏ ﻟﺗﻘﺩﻳﻡ ﺧﺩﻣﺎﺕ ﻣﻧﺎﺳﺑﺔ‪.‬‬ ‫ﻭﻳﺳﻬﻡ ﻫﺫﺍ ﻓﻲ ﻣﻳﺩﺍﻥ ﺍﻟﻌﻣﻝ ﻭﺍﻟﺗﻭﻅﻳﻑ ﻓﻲ ‪:‬‬ ‫‪‬ﺍﻻﺧﺗﻳﺎﺭ ﺍﻟﻣﻬﻧﻲ ‪vocational selection‬‬ ‫ﺍﻧﺗﻘﺎء ﺃﻋﻠﻲ ﺍﻷﺷﺧﺎﺹ ﻓﻲ ﺧﺎﺻﻳﺔ ﻣﺣﺩﺩﺓ ﺃﻭ ﺃﻛﺛﺭ‪.‬‬ ‫‪‬ﺍﻟﺗﻭﺟﻳﻪ ﺍﻟﻣﻬﻧﻲ ‪vocational guidance‬‬ ‫ﻋﻥ ﻁﺭﻳﻖ ﻗﻳﺎﺱ ﻋﺩﻳﺩ ﻣﻥ ﻗﺩﺭﺍﺕ ﺍﻟﺷﺧﺹ‬ ‫ﻭﺳﻣﺎﺗﻪ ﻭﻣﻳﻭﻟﻪ‪ ،‬ﻭﺗﻭﺟﻳﻬﻪ ﺇﻟﻰ ﺍﻟﻌﻣﻝ ﺍﻟﻣﻼﺋﻡ ﻟﻪ‪.‬‬  ‫ﺗﺎﺑﻊ ‪ :‬ﻭﻅـﺎﺋـﻑ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳـﻲ‬ ‫‪.4‬ﺗﺣﺩﻳﺩ ﻣﺳﺗﻭﻯ ﺍﻹﺗﻘﺎﻥ ﻭ ﺍﻟﺟﺩﺍﺭﺓ ‪competency & proficiency‬‬ ‫ﺗﺳﺗﺧﺩﻡ ﺍﻟﻣﻘﺎﻳﻳﺱ ﻫﻧﺎ ﻟﺗﺣﺩﻳﺩ ﻣﺩﻯ ﺇﺗﻘﺎﻥ ﺍﻟﺷﺧﺹ ﻟﻣﻬﺎﺭﺓ ﻣﺎ ﺑﻣﺧﺗﻠﻑ‬ ‫ﺟﻭﺍﻧﺑﻬﺎ ‪.‬‬ ‫ﻣﺛﺎﻝ ‪ :‬ﺍﻻﺧﺗﺑﺎﺭﺍﺕ ﺍﻟﺗﻲ ﺗﻁﺑﻖ ﺑﻬﺩﻑ ‪:‬‬ ‫‪ ‬ﺍﺳﺗﺧﺭﺍﺝ ﺗﺭﺧﻳﺹ ﻗﻳﺎﺩﺓ ﻣﺭﻛﺑﺔ ‪.‬‬ ‫‪‬ﺍﻟﺣﺻﻭﻝ ﻋﻠﻰ ﺗﺭﺧﻳﺹ ﻣﺯﺍﻭﻟﺔ ﻣﻬﻧﺔ‪.‬‬ ‫ﺗﺎﺑﻊ ‪ :‬ﻭﻅـﺎﺋـﻑ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳـﻲ‬ ‫‪.5‬ﺍﻟﺗﺷﺧﻳﺹ ‪diagnosis‬‬ ‫ﺗﺳﺗﺧﺩﻡ ﺍﻟﻣﻘﺎﻳﻳﺱ ﺍﻟﻧﻔﺳﻳﺔ ﻫﻧﺎ ﺑﻬﺩﻑ ﺇﻋﻁﺎء ﺻﻭﺭﺓ‬ ‫ﻛﻣﻳﺔ ﻭﺍﺿﺣﺔ ﻋﻥ ﻣﻭﺍﻁﻥ ﺍﻟﻘﻭﺓ ﻭﺍﻟﺿﻌﻑ‬ ‫ﻓﻲ ﺟﻭﺍﻧﺏ ﻣﺧﺗﻠﻔﺔ ﻣﻥ ﺳﻠﻭﻙ ﺍﻟﺷﺧﺹ؛‬ ‫ﺑﻣﺎ ﻳﺳﻬﻡ ﻓﻲ ُﺣﺳﻥ ﺗﺧﻁﻳﻁ ﺑﺭﺍﻣﺞ‬ ‫ﺍﻟﻌﻼﺝ ﺃﻭ ﺍﻟﺗﻧﻣﻳﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻪ‪.‬‬  ‫ﺗﺎﺑﻊ ‪ :‬ﻭﻅـﺎﺋـﻑ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳـﻲ‬ ‫‪.6‬ﺗﻘﻭﻳﻡ ﺍﻟﻧﺎﺗﺞ ﺃﻭ ﻓﺎﻋﻠﻳﺔ ﺗﺩﺧﻼﺕ ﻣﺣﺩﺩﺓ ‪ :‬ﻳﺧﺗﻠﻑ ﺍﻟﻐﺭﺽ ﻣﻥ ﺍﺳﺗﺧﺩﺍﻡ‬ ‫ﺍﻟﻣﻘﺎﻳﻳﺱ ﻫﻧﺎ ﻋﻥ ﻛﻝ ﻣﺎﺳﺑﻖ ﻓﻲ ﺃﻧﻬﺎ ﻻ ﺗﺳﺗﺧﺩﻡ ﻓﻲ ﺍﺗﺧﺎﺫ ﻗﺭﺍﺭﺍﺕ ﺑﺷﺄﻥ‬ ‫ﺍﻷﻓﺭﺍﺩ ﻭﻟﻛﻥ ﻟﺗﻘﻭﻳﻡ ﻣﻌﺎﻣﻠﺔ ﺃﻭ ﺗﺩﺧﻝ ﻣﻥ ﻧﻭﻉ ﻣﺎ ‪ ،‬ﺳﻭﺍء ﺃﻛﺎﻥ ﺗﺩﺭﻳﺑًﺎ ﺃﻭ‬ ‫ﻋﺎ ﻣﻥ ﺍﻟﻌﻼﺝ ﺃﻭ ﻁﺭﻳﻘﺔ ﺗﺩﺭﻳﺱ ﺃﻭ ﺣﺗﻲ ﺃﻓﺿﻠﻳﺔ ﺍﺧﺗﺑﺎﺭ ﻋﻠﻰ ﻏﻳﺭﻩ‬ ‫ﻧﻭ ً‬ ‫ﻓﻲ ﺍﻟﺗﻧﺑﺅ ﺑﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء‪.‬‬  ‫ﺗﺎﺑﻊ ‪ :‬ﻭﻅـﺎﺋـﻑ ﺍﻟﻘﻳـﺎﺱ ﺍﻟﻧﻔﺳـﻲ‬ ‫‪.7‬ﺍﺧﺗﺑﺎﺭ ﻓﺭﻭﺽ‬ ‫ﻭﺗﺳﺗﺧﺩﻡ ﺍﻟﻣﻘﺎﻳﻳﺱ ﺍﻟﻧﻔﺳﻳﺔ ﻓﻲ ﺍﺧﺗﺑﺎﺭ ﺻﺣﺔ ﻓﺭﻭﺽ ﻋﻠﻣﻳﺔ ﻋﻥ ‪:‬‬ ‫ﻓﺭﻭﻕ ﺑﻳﻥ ﻣﺟﻣﻭﻋﺎﺕ‬ ‫ﺃﻭ ﻭﺟﻭﺩ ﻋﻼﻗﺎﺕ ﺑﻳﻥ ﻅﻭﺍﻫﺭ ﻣﺣﺩﺩﺓ‪.‬‬  ‫ﺍﻟﻛﻠﻣﺎﺕ ﺍﻟﻣﻔﺗﺎﺣﻳــﺔ‬ ‫ﻭﻅﺎﺋﻑ ﺍﻟﻘﻳﺎﺱ‬ ‫ﺍﻟﻘﻳﺎﺱ‬ ‫ﺍﻟﺗﺭﺗﻳﺏ‬ ‫ﺍﻟﻘﻳﺎﺱ ﺍﻟﻧﻔﺳﻲ‬ ‫ﺍﻻﺧﺗﻳﺎﺭ‬ ‫ﺍﻟﺗﻘﻳﻳﻡ‬ ‫ﺍﻟﺗﺳﻛﻳﻥ‬ ‫ﺍﻟﺗﻘﻭﻳﻡ ﺍﻟﻧﻔﺳﻲ‬ ‫ﺗﺣﺩﻳﺩ ﻣﺳﺗﻭﻯ ﺍﻹﺗﻘﺎﻥ‬ ‫ﺍﻻﺧﺗﺑﺎﺭ ﺍﻟﻧﻔﺳﻲ‬ ‫ﺍﻟﺗﺷﺧﻳﺹ‬ ‫ﺍﻟﺗﻘﻧﻳﻥ‬ ‫ﺗﻘﻭﻳﻡ ﺍﻟﻧﺎﺗﺞ ﺃﻭ ﺍﻟﺗﺩﺧﻝ‬ ‫ﺍﻟﻣﻭﺿﻭﻋﻳﺔ‬ ‫ﺍﺧﺗﺑﺎﺭ ﺍﻟﻔﺭﻭﺽ‬ ‫ﻣﻛﻭﻧﺎﺕ ﻋﻣﻠﻳﺔ ﺍﻟﻘﻳﺎﺱ‬  ‫ﻧﻣﺎﺫﺝ ﺃﺳﺋﻠﺔ ﻟﻠﻣﺭﺍﺟﻌﺔ ﻭﺇﺟﺎﺑﺎﺗﻬﺎ‬ ‫ً‬ ‫‪‬ﺃﻭﻻ ‪ :‬ﺍﺧﺗﺭ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺻﺣﻳﺣﺔ ‪:‬‬ ‫ﺑﻁﺭﻳﻘﺔ ‪..……….‬‬ ‫‪ ‐۱‬ﻳﺗﻡ ﻗﻳﺎﺱ ﻣﻌﺩﻝ ﺍﻟﻛﻼﻡ‬ ‫ﺝ­ ﻣﺑﺎﺷﺭﺓ ﻭﻏﻳﺭ ﻣﺑﺎﺷﺭﺓ‬ ‫ﺏ­ ﻣﺑﺎﺷﺭﺓ‬ ‫ﺃ­ ﻏﻳﺭ ﻣﺑﺎﺷﺭﺓ‬ ‫ﺏ ­ ﻣﺑﺎﺷﺭﺓ‬ ‫‪ ‐۲‬ﻣﻥ ﺍﻟﻣﺗﻐﻳﺭﺍﺕ ﺍﻟﻧﻔﺳﻳﺔ ﺍﻟﺗﻲ ﺗﻘﺎﺱ ﺑﻁﺭﻳﻘﺔ ﻏﻳﺭ ﻣﺑﺎﺷﺭﺓ……‪......‬‬ ‫ﺝ­ ﺍﻟﺫﻛﺎء‬ ‫ﺏ­ ﺯﻣﻥ ﺭﺩ ﺍﻟﻔﻌﻝ‬ ‫ﺃ – ﻣﺣﺗﻭﻯ ﺍﻟﻛﻼﻡ‬ ‫ﺝ­ ﺍﻟﺫﻛﺎء‬ ‫‪ ‐۳‬ﻳﺷﻳﺭ ﺇﺻﺩﺍﺭ ﺣﻛﻡ ﻋﺎﻡ ﻋﻠﻰ ﻣﺳﺗﻭﻯ ﺍﻷﺩﺍء ﺇﻟﻰ …‪....‬‬ ‫ﺝ­ ﺍﻟﻘﻳﺎﺱ‬ ‫ﺏ­ ﺍﻟﺗﻘﻭﻳﻡ‬ ‫ﺃ­ ﺍﻟﺗﻘﻳﻳﻡ‬ ‫ﺃ­ ﺍﻟﺗﻘﻳﻳﻡ‬  ‫ﺗﺎﺑﻊ ‪ :‬ﻧﻣﺎﺫﺝ ﺃﺳﺋﻠﺔ ﻟﻠﻣﺭﺍﺟﻌﺔ ﻭ ﺇﺟﺎﺑﺎﺗﻬﺎ‬ ‫‪‬ﺛﺎﻧﻳًﺎ ‪ :‬ﻭﺿﺢ ﺻﻭﺍﺏ ﺃﻭ ﺧﻁﺄ ﺍﻟﻌﺑﺎﺭﺍﺕ ﺍﻵﺗﻳﺔ ‪ ،‬ﻭﻓﻛﺭ ﻛﻳﻑ ﺗﺻﺣﺢ ﺍﻟﺧﺎﻁﺊ ﻣﻧﻬﺎ ‪:‬‬ ‫‪ ‐۱‬ﻋﻧﺩﻣﺎ ﺗﺳﺗﺧﺩﻡ ﺍﻻﺧﺗﺑﺎﺭﺍﺕ ﺍﻟﻧﻔﺳﻳﺔ ﻓﻲ ﺍﻟﺗﺷﺧﻳﺹ‪ ،‬ﻓﺈﻧﻬﺎ ﺗﻬﺩﻑ ﺇﻟﻰ ﺍﻟﻔﺭﺯ‪.‬‬ ‫ﺧﻁـــﺄ‬ ‫‪ ‐۲‬ﺗﻬﺩﻑ ﺍﻻﺧﺗﺑﺎﺭﺍﺕ ﺍﻟﺗﻲ ﺗﻁﺑﻖ ﺑﻐﺭﺽ ﺇﺟﺎﺯﺓ ﺷﺧﺹ ﻟﻣﻣﺎﺭﺳﺔ ﻣﻬﻧﺔ ﻣﻌﻳﻧﺔ ﺇﻟﻰ‬ ‫ﺗﺳﻛﻳﻧﻪ ﻓﻲ ﻫﺫﻩ ﺍﻟﻣﻬﻧﺔ‪.‬‬ ‫ﺧﻁـــﺄ‬ ‫‪ ‐۳‬ﺍﻻﺧﺗﺑﺎﺭﺍﺕ ﺍﻟﻣﻘﻧﻧﺔ ﻣﻭﺣﺩﺓ ﻓﻲ ﻫﻳﺋﺗﻬﺎ ﻭﻁﺭﻳﻘﺔ ﺗﻁﺑﻳﻘﻬﺎ ﻭﺗﺻﺣﻳﺣﻬﺎ ﻭﻟﻬﺎ ﻣﻌﺎﻳﻳﺭ ‪.‬‬ ‫ﺻــﻭﺍﺏ‬ ‫ﺷﻛـﺭﺍ ﻟﺣﺳـﻥ ﺍﻹﺻﻐـﺎء‬ ‫د‪.‬ﻣﺮﻓﺖ أﺣﻤﺪ ﺷﻮﻗـﻲ‬