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‫ﺑﻨﺎء ﺴﻼﻠﻢ اﻠﺘﻗﺪﻳﺮ اﻠﻟﻔﻈﻴﺔ واﺴﺘﺨﺪاﻤﺎﺗﻬﺎ‬
‫د‪.‬اﺴﻤـــﺎﻋﻴﻝ اﻟﺒرﺼــــﺎن‬
‫ﻛﻠﻴـﺔ اﻟﺘرﺒﻴﺔ‪-‬ﻗﺴــم ﻋﻠم اﻟﻨﻔس‬
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‫ﺍﻝ‬ ‫ﺍﻟﺗﻘﻭﻳﻡ ﺍﻟﺗﻘﻠﻳﺩﻱ‬
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‫ّ‬ ‫‪www.themegallery.com‬‬
‫ﺍﳊﻄﺎﺏ ﻭﺍﻟﺸﻴﺦ‬
‫ﻳﺣﻛﻰ ﺃﻥ ﺷﺎﺑﺎ ً ﺫﺍ ﺑﻧﻳﺔ ﻗﻭﻳﺔ ﻛﺎﻥ ﻳﻌﻣﻝ ﺣﻁﺎﺑﺎً‪ ،‬ﻳﺧﺭﺝ ﻓﻲ‬

‫ﺍﻟﺻﺑﺎﺡ ﺍﻟﺑﺎﻛﺭ ﺇﻟﻰ ﺍﻟﻐﺎﺑﺔ‪ ،‬ﻭﻳﻌﻭﺩ ﻓﻲ ﺍﻟﻣﺳﺎء‪ ،‬ﻟﻛﻧﻪ ﻻ ﻳﻌﻭﺩ‬
‫ﺇﻻ ﺑﻘﻠﻳﻝ ﻣﻥ ﺍﻟﺣﻁﺏ‪،‬‬
‫ﻭﻛﺎﻥ ﻫﻧﺎﻙ ﺷﻳﺦ ﻛﺑﻳﺭ ﺍﻟﺳﻥ ﻳﻌﺭﻑ ﻫﺫﺍ ﺍﻟﺷﺎﺏ ﻭﻟﻡ ﻳﻌﺟﺑﻪ‬
‫ﺷﺄﻥ ﺍﻟﺷﺎﺏ ﺑﻝ ﺃﺣﺯﻧﻪ ﻣﺎ ﻳﺭﺍﻩ ﻳﻭﻣﻳﺎ ً ﻣﻧﻪ!!! ﻓﻘﺎﻝ ﻓﻲ ﻧﻔﺳﻪ‬
‫ﻻ ﺑﺩ ﻣﻥ ﺃﻥ ﺃﺗﺑﻊ ﻫﺫﺍ ﺍﻟﺷﺎﺏ ﻭﺃﺭﻯ ﻣﺎ ﺍﻷﻣﺭ؟‬
‫ﻭﻓﻲ ﻳﻭﻡ ﻣﻥ ﺍﻷﻳﺎﻡ ﺗﺑﻊ ﺍﻟﺷﻳﺦ ﺍﻟﻛﻬﻝ ﺫﺍﻙ ﺍﻟﺷﺎﺏ ﻭﺭﺃﻯ ﻣﺎ‬
‫ﻛﺎﻥ ﻣﻥ ﺍﻟﺷﺎﺏ ﺍﻟﺫﻱ ﻛﺎﻥ ﻳﻬﻭﻱ ﻋﻠﻰ ﺍﻟﺷﺟﺭﺓ ﺑﺿﺭﺑﺔ ﻗﻭﻳﺔ‬
‫ﻣﻥ ﻓﺄﺳﻪ ﻭﻳﻛﺭﺭ ﺫﻟﻙ ﻣﺭﺍﺕ ﻭﻣﺭﺍﺕ ﺣﺗﻰ ﻳﻘﻁﻊ ﺗﻠﻙ‬
‫ﺍﻟﺷﺟﺭﺓ!!‬
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‫ﺗﺎﺑﻊ ﺍﳊﻄﺎﺏ ﻭﺍﻟﺸﻴﺦ‬
‫ﻭﺣﻳﻧﻣﺎ ﺍﻗﺗﺭﺏ ﺍﻟﺷﻳﺦ ﻣﻥ ﺍﻟﺷﺎﺏ ﻻﺣﻅ ﺃﻥ ﻓﺄﺱ ﺫﻟﻙ‬

‫ﺍﻟﺷﺎﺏ ﻟﻡ ﺗﻛﻥ ﺣﺎﺩﺓ! ﻓﻘﺎﻝ ﻟﻪ‪ :‬ﻟﻡ ﻻ ﺗﺷﺣﺫ ﻓﺄﺳﻙ ﻳﺎ‬
‫ﺑﻧﻲ ؟ ﻓﺄﺟﺎﺑﻪ ﺍﻟﺷﺎﺏ ﺃﻻ ﺗﺭﻯ ﺃﻧﻧﻲ ﻣﺷﻐﻭﻝ ﻓﻲ‬
‫ﻋﻣﻠﻲ؟! ﻓﺗﺭﻛﻪ ﻭﺫﻫﺏ!‬
‫ﺇﻻ ﺃﻧﻪ ﻋﺎﺩ ﺇﻟﻳﻪ ﻭﻫﻭ ﻧﺎﺋﻡ ﻭﺟﺎء ﺑﻣﺑﺭﺩ ﻭﺷﺣﺫ‬
‫ﺍﻟﻔﺄﺱ‪ ،‬ﻓﻣﺎ ﻛﺎﻥ ﻣﻥ ﺍﻟﺷﺎﺏ ﺑﻌﺩ ﺫﻟﻙ ﺃﻻ ﺃﻧﻪ ﺃﺻﺑﺢ‬
‫ﻳﻌﻭﺩ ﻓﻲ ﺍﻟﻳﻭﻡ ﺍﻟﻭﺍﺣﺩ ﺑﺣﻁﺏ ﻟﻡ ﻳﻛﻥ ﻳﺟﻣﻌﻪ ﺧﻼﻝ‬
‫ﺷﻬﺭ!!!!!!!!!!!!!‬
‫ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪Rubric‬‬
‫ﺗﻬﺩﻑ ﺍﻟﻣﺣﺎﺿﺭﺓ ﺇﻟﻰ ﻣﻌﺭﻓﺔ‪:‬‬

‫ﻣﺎ ﻫﻭ ﺳﻠـّﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ)‪(Rubric‬؟‬
‫ﻣﺎ ﻫﻲ ﺃﻧﻭﺍﻉ ﺳﻠـّﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ)‪(Rubric‬؟‬
‫ﻟﻣﺎﺫﺍ ﻧﺳﺗﺧﺩﻡ ﺳﻠـّﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ )‪(Rubric‬؟‬
‫ﻛﻳﻑ ﺗﺻﻣﻡ ﺳﻠـّﻡ ﺍﻟﺗﻘﺩﻳﺭﺍﻟﻠﻔﻅﻲ )‪(Rubric‬؟‬

‫ﻣﻣﺎﺭﺳﺎﺕ ﻣﻔﺿﻠﺔ ﻓﻲ ﺳﻠـّﻡ ﺍﻟﺗﻘﺩﻳﺭﺍﻟﻠﻔﻅﻲ )‪(Rubric‬؟‬
‫ﻣﺎ ﻫﻲ ﺇﻳﺟﺎﺑﻳﺎﺕ ﻭﺳﻠﺑﻳﺎﺕ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ )‪(Rubric‬؟‬
‫ﻛﻳﻑ ﺗﻘﻳّﻡ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ)‪(Rubric‬؟‬
‫ﻣﺎ ﻫﻭﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪Rubric‬‬
‫‪ -‬ﺇﺣﺩﻯ ﺃﺩﻭﺍﺕ ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﺗﻲ ﺗﺳﺗﺧﺩﻡ ﻣﺣﻛﺎﺕ ﻣﺣﺩﺩﺓ ﻟﺗﻘﻳﻳﻡ ﺃﺩﺍء ﺍﻟﻁﻼﺏ‬
‫‪ -‬ﺩﻟﻳﻝ ﺗﺻﺣﻳﺢ ﻣﻛﺗﻭﺏ ﻳﺣﺗﻭﻱ ﻣﺣﻛﺎﺕ ﺃﺩﺍء ﻣﻭﺻﻭﻓﺔ ﺑﺩﻗﺔ ﻟﺗﻘﻳﻳﻡ ﻋﻣﻝ‬
‫ﺍﻟﻁﺎﻟﺏ‬
‫‪ -‬ﺃﺩﺍﺓ ﺷﺎﺋﻌﺔ ﺍﻻﺳﺗﺧﺩﺍﻡ ﻓﻲ ﺍﻟﺗﻘﻭﻳﻡ ﺍﻟﻭﺍﻗﻌﻲ‬
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‫ﺍﳋﻠﻔﻴﺔ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﺃﻧﻮﺍﻉ ﺳﻠﻢ ﺍﻟﺘﻘﺪﻳﺮ‬

(Rubric) ‫ﺍﻟﻠﻔﻈﻲ‬
wKJ�« wEHK�« d�bI��« rK� wKOK��« wEHK�« d�bI��« rK�

Holistic Analytic
Rubric Rubric
Analytic Rubric ‫ﻣﻛﻭﻧﺎﺕ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ﺍﻟﺗﺣﻠﻳﻠﻲ‬
‫( ﻣﺣﻛﺎﺕ)ﺃﺑﻌﺎﺩ( ﺍﻷﺩﺍء‬۱
Performance Criteria (Dimensions)
‫(ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺗﺣﺻﻳﻝ‬۲
Achievement Levels
‫( ﺍﻟﻣﻭﺻﱢﻔﺎﺕ ﺃﻭ ﺍﻟﻣﻌﺎﻳﻳﺭ‬۳
Achievement Levels (Standards)
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‫ﻣﻛﻭﻧﺎﺕ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ﺍﻟﺗﺣﻠﻳﻠﻲ ‪Analytic Rubric‬‬
‫ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺗﺣﺻﻳﻝ‬
‫‪۳‬‬ ‫‪۲‬‬ ‫‪۱‬‬
‫ﺍﻟﻣﺣﻙ‬
‫‪۱‬‬
‫ﺍﻟﻣﻭﺻﱢﻔﺎﺕ‬ ‫ﺍﻟﻣﺣﻙ‬
‫‪۲‬‬
‫ﺍﻟﻣﺣﻙ‬
‫‪۳‬‬
‫ﻣﺛــــــــــــــــــــــــــــﺎﻝ‬
‫ﺗﺧﻳﻝ ﺃﻧﻙ ﻣﺩﺭﺱ ﻓﻲ ﻣﻌﻬﺩ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺑﻳﺔ‬

‫ﻓﻲ ﺍﻟﺟﺎﻣﻌﺔ ﻭﻛﻠﻔﺕ ﻁﻠﺑﺗﻙ ﺑﺎﻟﺗﻣﺭﻳﻥ ﺍﻵﺗﻲ‪:‬‬
‫ﺃﻛﺗﺏ ﻓﻘﺭﺓ ﻭﺍﺣﺩﺓ ﻋﻥ ﻗﺿﺎﺋﻙ ﻟﻺﺟـــــــﺎﺯﺓ‬
‫ﺍﻷﺳﺑﻭﻉ ﺍﻟﻣﺎﺿﻲ‪.‬‬
‫ﺑﺈﻣﻛﺎﻧﻙ ﺗﺻﺣﻳﺢ ﺃﻋﻣﺎﻝ ﻁﻼﺑﻙ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺳﻠﻡ‬
‫ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ﺍﻟﺑﺳﻳﻁ )‪(Rubric‬ﺍﻵﺗﻲ‬
‫ﺗﺻﻣﻳﻡ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ﺍﻟﺗﺣﻠﻳﻠﻲ ‪Analytic Rubric‬‬
‫ﺟﻳﺩ)‪ (۲‬ﺿﻌﻳﻑ)‪(۱‬‬ ‫ﻣﻣﺗﺎﺯ)‪(۳‬‬ ‫ﺍﻟﻣﺣﻛﺎﺕ‬
‫ﺍﻟﻣﻔﺭﺩﺍﺕ‬
‫ﺍﻟﻘﻭﺍﻋﺩ‬
‫ﺗﺗﺿﻣﻥ ﺍﻟﻔﻘﺭﺓ ‪ ٥‬ﺃﻭ ﺗﺗﺿﻣﻥ ﺍﻟﻔﻘﺭﺓ ‪ ٤-۱‬ﻻ ﺗﺗﺿﻣﻥ ﺍﻟﻔﻘﺭﺓ ﺃﻱ‬
‫ﻣﻥ ﺍﻟﻣﻔﺭﺩﺍﺕ ﺍﻟﺗﻲ‬ ‫ﺃﻛﺛﺭ ﻣﻥ ﺍﻟﻣﻔﺭﺩﺍﺕ ﻣﻔﺭﺩﺍﺕ ﻣﻥ ﺍﻟﺗﻲ‬
‫ﺗﻌﻠﻣﻬﺎ ﺍﻟﻁﺎﻟﺏ‬ ‫ﺍﻟﺗﻲ ﺗﻌﻠﻣﻬﺎ ﺍﻟﻁﺎﻟﺏ ﺗﻌﻠﻣﻬﺎ ﺍﻟﻁﺎﻟﺏ‬
‫ﺍﻷﺳﺑﻭﻉ ﺍﻟﻣﺎﺿﻲ‬ ‫ﺍﻷﺳﺑﻭﻉ ﺍﻟﻣﺎﺿﻲ‬ ‫ﺍﻷﺳﺑﻭﻉ ﺍﻟﻣﺎﺿﻲ‬
‫ﺗﺗﺿﻣﻥ ﺍﻟﻔﻘﺭﺓ ‪ ٥‬ﺃﻭ ﺗﺗﺿﻣﻥ ﺍﻟﻔﻘﺭﺓ ‪ ٤-۱‬ﻻ ﺗﺗﺿﻣﻥ ﺍﻟﻔﻘﺭﺓ ﺃﻱ‬
‫ﻣﻥ ﺍﻟﻣﻔﺭﺩﺍﺕ ﺍﻟﺗﻲ‬ ‫ﺃﻛﺛﺭ ﻣﻥ ﺍﻟﻣﻔﺭﺩﺍﺕ ﻣﻔﺭﺩﺍﺕ ﻣﻥ ﺍﻟﺗﻲ‬
‫ﺗﻌﻠﻣﻬﺎ ﺍﻟﻁﺎﻟﺏ‬ ‫ﺍﻟﺗﻲ ﺗﻌﻠﻣﻬﺎ ﺍﻟﻁﺎﻟﺏ ﺗﻌﻠﻣﻬﺎ ﺍﻟﻁﺎﻟﺏ‬
‫ﺍﻷﺳﺑﻭﻉ ﺍﻟﻣﺎﺿﻲ‬ ‫ﺍﻷﺳﺑﻭﻉ ﺍﻟﻣﺎﺿﻲ‬ ‫ﺍﻷﺳﺑﻭﻉ ﺍﻟﻣﺎﺿﻲ‬
‫ﺗﺣﺗﻭﻱ ﺍﻟﻔﻘﺭﺓ ‪٥‬‬ ‫ﻻ ﺗﺣﺗﻭﻱ ﺍﻟﻔﻘﺭﺓ ﺃﻳﺔ ﺗﺣﺗﻭﻱ ﺍﻟﻔﻘﺭﺓ ﺃﻗﻝ‬

‫ﻣﻥ ‪ ٥‬ﺃﺧﻁﺎء ﻧﺣﻭﻳﺔ ﺃﺧﻁﺎء ﻧﺣﻭﻳﺔ ﻓﺄﻛﺛﺭ‬ ‫ﺃﺧﻁﺎء ﻧﺣﻭﻳﺔ‬
‫ﻭﺭﺑﻣﺎ ﺗﺳﺗﺧﺩﻡ ﺳﻠﻡ‬

‫ﺗﻘﺩﻳﺭ ﻟﻔﻅﻲ )‪ (Rubric‬ﺃﻛﺛﺭ‬
‫ﺗﻌﻘﻳﺩﺍً ﻛﻣﺎ ﻓﻲ ﺍﻟﺷﻛﻝ ﺍﻟﺗﺎﻟﻲ‪:‬‬
‫ﺗﺻﻣﻳﻡ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ﺍﻟﺗﺣﻠﻳﻠﻲ ‪Holistic Rubric‬‬
‫ﺿﻌﻳﻑ‬ ‫ﻳﺣﺗﺎﺝ ﻟﺗﺣﺳﻳﻥ‬ ‫ﻣﺗﻭﺳﻁ‬ ‫ﺟﻳﺩ‬ ‫ﻣﻣﺗﺎﺯ‬
‫‪۱‬‬ ‫‪۲‬‬ ‫‪۳‬‬ ‫‪٤‬‬ ‫‪٥‬‬
‫ﺍﻟﻣﻭﺻـﱢﻔـــﺎﺕ‬ ‫ﻋﻼﻣﺎﺕ‬
‫ﺍﻟﺗﺭﻗﻳﻡ‬
‫ﺍﻟﺗﻔﺻﻳﻼﺕ‬
‫ﻁﻭﻝ ﺍﻟﻔﻘﺭﺓ‬
‫ﻧﺷﺎﻁ ‪ -‬ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪Rubric‬‬
‫ﻋﻣﻝ ﻓﺭﺩﻱ‪:‬‬
‫ﺍﻓﺗﺭﺽ ﺃﻧﻙ ﺳﺗﻛﻠﻑ ﻁﻠﺑﺗﻙ ﺑﻣﻬﻣﺔ‪،‬ﻭﺗﺭﻳﺩ ﺃﻥ ﺗﺻﻣﻡ ﻟﻬﺎ ﺳﻠﻡ ﺗﻘﺩﻳﺭ‬
‫ﻟﻔﻅﻲ‪ ،‬ﺣﺩﺩ ﻛﺗﺎﺑﻳﺎ ﺍﻟﻣﺣﻛﺎﺕ ﻭﺍﻟﻣﺳﺗﻭﻳﺎﺕ‪.‬‬
‫ﻋﻣﻝ ﻓﺭﺩﻱ‪:‬‬
‫ﺍﻓﺗﺭﺽ ﺃﻧﻙ ﺳﺗﻛﻠﻑ ﻁﻠﺑﺗﻙ ﺑﻣﻬﻣﺔ‪،‬ﻭﺗﺭﻳﺩ ﺃﻥ ﺗﺻﻣﻡ ﻟﻬﺎ ﺳﻠﻡ ﺗﻘﺩﻳﺭ‬
‫ﻟﻔﻅﻲ‪ ،‬ﺣﺩﺩ ﻛﺗﺎﺑﻳﺎ ﺍﻟﻣﺣﻛﺎﺕ ﻭﺍﻟﻣﺳﺗﻭﻳﺎﺕ‪.‬‬
‫ﺍﻋﺭﺽ ﻋﻣﻠﻙ ﻋﻠﻰ ﺯﻣﻳﻠﻙ ﺑﺷﻛﻝ ﺗﺑﺎﺩﻟﻲ‪ ،‬ﻭﺍﻋﺗﻣﺩ ﺃﺣﺩ ﺍﻟﻌﻣﻠﻳﻥ‬
‫ﻟﻌﺭﺿﻪ!‬
‫ﻟﻣﺎﺫﺍ ﻧﺳﺗﺧﺩﻡ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪Rubric‬‬
‫‪(۱‬ﻳﻌﻁﻲ ﻧﻭﻉ ﻣﻥ ﺍﻟﻭﺿﻭﺡ ﻋﻧﺩ ﺗﻛﻠﻳﻑ ﺍﻟﻁﻼﺏ ﺑﻭﺍﺟﺑﺎﺕ‬
‫)ﺧﺻﻭﺻﺎ ً ﺍﻟﻭﺍﺟﺑﺎﺕ ﺍﻟﺗﻲ ﻻ ﺗﺗﺻﻑ ﺑﺛﻧﺎﺋﻳﺔ ﺍﻟﺗﺻﺣﻳﺢ ﺑﻣﻌﻧﻰ ﻟﻳﺱ‬
‫ﻫﻧﺎﻙ ﺟﻭﺍﺏ ﺻﺣﻳﺢ ﻭﺟﻭﺍﺏ ﺧﻁﺄ ﻓﻘﻁ(‬
‫‪(۲‬ﺃﺩﺍﺓ ﺗﻭﺍﺻﻝ ﻓﻌﺎﻝ ﻣﻊ ﺍﻟﻁﻼﺏ ﺑﺷﺄﻥ ﻣﺎ ﻫﻭ ﻣﺗﻭﻗﻊ ﻣﻧﻬﻡ‬
‫‪(۳‬ﺃﺩﺍﺓ ﻟﻌﻣﻠﻳﺔ ﺗﻘﻭﻳﻡ ﺷﻔﺎﻓﺔ‬
‫‪(٤‬ﺗﻘﺩﻡ ﺗﻐﺫﻳﺔ ﺭﺍﺟﻌﺔ ﻣﺣﺩﺩﺓ ﻟﻠﻁﺎﻟﺏ ﻭﻟﻠﻣﺩﺭﺱ‬
‫‪(٥‬ﺗﻌﺭّﻑ ﺑﺷﻛﻝ ﻭﺍﺿﺢ ﺍﻷﺩﻟﺔ ﻋﻠﻰ ﻓﺋﺎﺕ ﺍﻟﺗﻘﻭﻳﻡ)ﻣﻣﺗﺎﺯ‪ ،‬ﺟﻳﺩ‪(...،‬‬
‫‪ (٦‬ﺃﺩﺍﺓ ﺗﻘﻭﻳﻡ ﺫﺍﺗﻲ ﻟﻠﻁﻼﺏ‬
‫ﻣﻣﺎﺭﺳﺎﺕ ﻣﻔﺿﻠﺔ ﻋﻧﺩ ﺗﺻﻣﻡ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪Rubric‬‬
‫‪(۱‬ﻓﺻّـﻝ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ)‪(Rubric‬ﺍﻟﺧﺎﺹ ﺑﻙ ﻟﻳﺗﻁﺎﺑﻕ‬

‫ﻣﻊ ﺍﻟﻣﻬﻣﺔ ﺍﻟﺗﻲ ﻗﺭﺭﺗﻬﺎ ﻭﻫﺩﻑ ﺍﻟﺗﻌﻠﻡ‬
‫‪ (۲‬ﻻ ﺗﺳﺗﺧﺩﻡ ﺳﻠﻡ ﺗﻘﺩﻳﺭ ﻟﻔﻅﻲ) ‪(Rubric‬ﻣﻌﻳﻥ ﻛﻧﻣﻭﺫﺝ ﺗﻁﺑﻘﻪ‬
‫ﻋﻠﻰ ﺟﻣﻳﻊ ﺍﻟﻣﻬﻣﺎﺕ ﺍﻟﺗﻲ ﺗﻛﻠﻑ ﺑﻬﺎ ﻁﻼﺑﻙ ﺧﻼﻝ ﺍﻟﻔﺻﻝ ﺍﻟﺩﺭﺍﺳﻲ‬
‫‪(۳‬ﺍﺳﺗﺧﺩﻡ ﻣﺻﻁﻠﺣﺎﺕ ﻣﺄﻟﻭﻓﺔ ﻟﻠﻁﻼﺏ‬
‫‪ (٤‬ﻻ ﺑﺩ ﺃﻥ ﺗﻛﻭﻥ ﺍﻟﻣﺣﻛﺎﺕ ﻣﺭﺗﺑﻁﺔ ﺑﻭﺿﻭﺡ ﻣﻊ ﺍﻟﻣﻬﻣﺔ ﺍﻟﺗﻲ‬
‫ﺗﻛﻠﻑ ﺑﻬﺎ ﻁﻼﺑﻙ‬
‫ﻣﻣﺎﺭﺳﺎﺕ ﻣﻔﺿﻠﺔ ﻋﻧﺩ ﺗﺻﻣﻡ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪Rubric‬‬
‫‪(٥‬ﺗﺄﻛﺩ ﺃﻥ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ)‪(Rubric‬ﻳﺣﺗﻭﻱ ﺍﻟﻣﻛﻭﻧﺎﺕ‬
‫ﺍﻷﻛﺛﺭ ﺃﻫﻣﻳﺔ ﻓﻲ ﺍﻷﺩﺍء ﺃﻭ ﺍﻟﻣﻬﻣﺔ ﻷﻥ ﺍﻟﻣﺣﻛﺎﺕ ﺍﻟﻛﺛﻳﺭﺓ ﺟﺩﺍً‬
‫ﻏﻳﺭ ﻣﻔﻳﺩﺓ‬
‫‪(٦‬ﻻ ﺗﺿﻊ ﻣﺳﺗﻭﻳﺎﺕ ﺗﺣﺻﻳﻝ ﻛﺛﻳﺭﺓ ﺟﺩﺍ]ﺃﻛﺛﺭ ﻣﻥ ‪،ً[۷‬‬
‫ﻟﻣﺎﺫﺍ؟ ‪...................................................‬‬
‫ﻣﻼﺣﻅﺔ‪:‬ﺍﻟﺷﺎﺋﻊ ﻫﻭ ﻣﺎﺑﻳﻥ )‪ (٦-۳‬ﻣﺳﺗﻭﻳﺎﺕ‬
‫ﺳﺅﺍﻝ‪ :‬ﻫﻝ ﻧﺳﺗﺧﺩﻡ ﻋﺩﺩ ﻓﺭﺩﻱ ﺃﻡ ﻋﺩﺩ ﺯﻭﺟﻲ ﻣﻥ ﺍﻟﻣﺳﺗﻭﻳﺎﺕ؟‬
‫ﻧﺷﺎﻁ‪ :‬ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ﺍﻟﺗﺣﻠﻳﻠﻲ ‪Analytic Rubric‬‬
‫ﺗﺧﻳﻝ ﺃﻧﻙ ﻛﻠــﱠﻔﺕ ﻁﻼﺑﻙ ﺑﻭﺍﺟﺏ ﺑﻳﺗﻲ ﻳﺣﺗﻭﻱ ‪ ۸‬ﺃﺳﺋﻠﺔ‬

‫ﻓﻲ ﺇﺣﺩﻯ ﺍﻟﻣﻭﺿﻭﻋﺎﺕ ﺍﻟﺗﻲ ﺗﺩﺭﺳﻬﺎ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﺗﺭﻳﺩ ﻭﺿﻊ‬
‫ﺳﻠﻡ ﺗﻘﺩﻳﺭ ﻟﻔﻅﻲ) ‪(Rubric‬ﺗﺣﻠﻳﻠﻲ ﻟﺗﺻﺣﻳﺢ ﺍﻟﻭﺍﺟﺏ‬
‫‪ (۱‬ﻣﺎ ﺍﻟﻣﺣﻛﺎﺕ ﺍﻟﺗﻲ ﺳﺗﺿﻌﻬﺎ؟‬
‫‪ (۲‬ﻛﻡ ﻣﺳﺗﻭﻯ ﺗﺣﺻﻳﻝ ﺳﺗﺿﻊ؟ﻣﺎﺫﺍ ﺳﺗﺳﻣﻳﻬﺎ؟‬
‫ﻳﺣﺗﺎﺝ ﻟﺗﺣﺳﻳﻥ‬ ‫ﻣﺗﻭﺳﻁ‬ ‫ﺟﻳﺩ‬ ‫ﻣﻣﺗﺎﺯ‬
‫‪۱‬‬ ‫‪۲‬‬ ‫‪۳‬‬ ‫‪٤‬‬
‫ﻭﻗﺕ ﺍﻟﺗﺳﻠﻳﻡ‬
‫ﺇﺟﺎﺑﺔ ﺍﻷﺳﺋﻠﺔ‬
‫ﺍﻟﺗﻧﻅﻳﻡ‬
‫ﺍﻻﺳﺗﻘﻼﻟﻳﺔ‬
‫‪۱‬‬ ‫‪۲‬‬ ‫‪۳‬‬ ‫‪٤‬‬
‫ﺳﻠﻡ ﻓﻲ ﺍﻟﻣﺣﺎﺿﺭﺓ‬ ‫ﺳﻠﻡ ﺑﻌﺩ ﺃﻛﺛﺭ ﻣﻥ‬ ‫ﺳﻠﻡ ﺑﻌﺩ ﺍﻟﻭﻗﺕ‬ ‫ﺳﻠﻡ ﻓﻲ ﺍﻟﻭﻗﺕ‬ ‫ﻭﻗﺕ ﺍﻟﺗﺳﻠﻳﻡ‬
‫ﺍﻟﻘﺎﺩﻣﺔ‬ ‫ﻳﻭﻡ ﻟﻛﻥ ﻗﺑﻝ‬ ‫ﺍﻟﻣﺣﺩﺩ ﺑﻳﻭﻡ‬ ‫ﺍﻟﻣﺣﺩﺩ‬
‫ﺍﻟﻣﺣﺎﺿﺭﺓ ﺍﻟﻘﺎﺩﻣﺔ‬ ‫�‬ ‫‪ₓ‬‬
‫ﺇﺟﺎﺑﺔ ﺍﻷﺳﺋﻠﺔ‬
‫�‬ ‫‪ₓ‬‬
‫�‬ ‫‪ₓ‬‬
‫‪۱‬‬ ‫‪۲‬‬ ‫‪۳‬‬ ‫‪٤‬‬
‫ﻟﻡ ﻳﺟﺏ ﻋﻥ ﺃﻱ‬ ‫ﺃﺟﺎﺏ ﻋﻥ‬ ‫ﺃﺟﺎﺏ ﻋﻥ )‪(۷-٤‬‬ ‫ﺃﺟﺎﺏ ﻋﻥ ﻛﻝ‬ ‫ﺇﺟﺎﺑﺔ ﺍﻷﺳﺋﻠﺔ‬
‫ﺳﺅﺍﻝ ﺇﺟﺎﺑﺔ‬ ‫)‪ (۳-۱‬ﺃﺳﺋﻠﺔ‬ ‫ﺃﺳﺋﻠﺔ ﺇﺟﺎﺑﺔ‬ ‫ﺍﻷﺳﺋﻠﺔ‬
‫ﺻﺣﻳﺣﺔ‬ ‫ﺇﺟﺎﺑﺔ ﺻﺣﻳﺣﺔ‬ ‫ﺻﺣﻳﺣﺔ‬ ‫ﺇﺟﺎﺑﺔ ﺻﺣﻳﺣﺔ‬ ‫�‬ ‫‪ₓ‬‬
‫�‬ ‫‪ₓ‬‬
‫‪۱‬‬ ‫‪۲‬‬ ‫‪۳‬‬ ‫‪٤‬‬
‫ﻟﻡ ﻳﺟﺏ ﻋﻥ ﺃﻱ‬ ‫ﺃﺟﺎﺏ ﻋﻥ )‪(۳-۱‬‬ ‫ﺃﺟﺎﺏ ﻋﻥ )‪(۷-٤‬‬ ‫ﺃﺟﺎﺏ ﻋﻥ ﻛﻝ‬ ‫ﺇﺟﺎﺑﺔ ﺍﻷﺳﺋﻠﺔ‬
‫ﺳﺅﺍﻝ ﺇﺟﺎﺑﺔ‬ ‫ﺃﺳﺋﻠﺔ ﺇﺟﺎﺑﺔ‬ ‫ﺃﺳﺋﻠﺔ ﺇﺟﺎﺑﺔ‬ ‫ﺍﻷﺳﺋﻠﺔ‬
‫ﺻﺣﻳﺣﺔ‬ ‫ﺻﺣﻳﺣﺔ‬ ‫ﺻﺣﻳﺣﺔ‬ ‫ﺇﺟﺎﺑﺔ ﺻﺣﻳﺣﺔ‬ ‫�‬ ‫‪ₓ‬‬
‫ﺃﻭﺭﺍﻕ ﺍﻟﻭﺍﺟﺏ‬ ‫ﺃﻭﺭﺍﻕ ﺍﻟﻭﺍﺟﺏ‬ ‫ﺃﻭﺭﺍﻕ ﺍﻟﻭﺍﺟﺏ‬ ‫ﺃﻭﺭﺍﻕ ﺍﻟﻭﺍﺟﺏ‬ ‫ﺍﻟﺗﻧﻅﻳﻡ‬
‫ﻣﻛﺗﻭﺑﺔ ﺑﺧﻁ ﺍﻟﻳﺩ‬ ‫ﻣﻛﺗﻭﺑﺔ ﺑﺧﻁ ﺍﻟﻳﺩ‬ ‫ﻣﻁﺑﻭﻋﺔ ﻟﻛﻥ‬ ‫ﻣﻁﺑﻭﻋﺔ ﻭﻣﻧﻅﻣﺔ‬
‫ﻭﺗﻧﻅﻳﻣﻬﺎ ﺳﻲء‬ ‫ﻭﻣﻧﻅﻣﺔ‬ ‫ﺗﻧﻅﻳﻣﻬﺎ ﺳﺊ‬ ‫�‬ ‫‪ₓ‬‬
‫ﺑﺷﻛﻝ ﻋﺎﻡ ﺗﺻﻣﻳﻡ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ﺍﻟﺗﺣﻠﻳﻠﻲ ‪Analytic Rubric‬‬
‫ﻣﺑﺗﺩﻱء‬ ‫ﻣﺎﻫﺭ ﺟﺯﺋﻳﺎ‬ ‫ﻣﺎﻫﺭ‬ ‫ﻣﺛﺎﻟﻲ‬

‫‪۱‬‬ ‫‪۲‬‬ ‫‪۳‬‬ ‫‪٤‬‬
‫ﻣﺳﺗﻭﻯ ﻣﺑﺗﺩﺉ‬ ‫ﻣﺳﺗﻭﻯ ﺍﻻﺗﻘﺎﻥ ﺣﺭﻛﺔ ﻧﺣﻭ‬ ‫ﺃﻋﻠﻰ ﻣﻥ‬ ‫ﺍﻟﻣﺣﻙ ‪۱‬‬
‫ﻣﻥ ﺍﻻﺗﻘﺎﻥ‬ ‫ﺍﻻﺗﻘﺎﻥ‬ ‫ﺍﻻﺗﻘﺎﻥ‬
‫ﺍﻟﻣﺣﻙ ‪۲‬‬
‫ﺍﻟﻣﺣﻙ ‪۳‬‬
‫ﺍﻟﻣﺣﻙ ‪٤‬‬
‫ﺑﺷﻛﻝ ﻋﺎﻡ ﺗﺻﻣﻳﻡ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ﺍﻟﺗﺣﻠﻳﻠﻲ ‪Analytic Rubric‬‬
‫ﻣﺑﺗﺩﻱء‬ ‫ﻣﺎﻫﺭ ﺟﺯﺋﻳﺎ‬ ‫ﻣﺎﻫﺭ‬ ‫ﻣﺛﺎﻟﻲ‬

‫‪۱‬‬ ‫‪۲‬‬ ‫‪۳‬‬ ‫‪٤‬‬
‫ﻣﺳﺗﻭﻯ ﻣﺑﺗﺩﺉ‬ ‫ﻣﺳﺗﻭﻯ ﺍﻻﺗﻘﺎﻥ ﺣﺭﻛﺔ ﻧﺣﻭ‬ ‫ﺃﻋﻠﻰ ﻣﻥ‬ ‫ﺍﻟﻣﺣﻙ ‪۱‬‬
‫ﻣﺳﺗﻭﻯ ﻣﺑﺗﺩﺉ‬ ‫ﻣﺳﺗﻭﻯ ﺍﻻﺗﻘﺎﻥ ﺣﺭﻛﺔ ﻧﺣﻭ‬ ‫ﺃﻋﻠﻰ ﻣﻥ‬ ‫ﺍﻟﻣﺣﻙ ‪۲‬‬
‫ﻣﺳﺗﻭﻯ ﻣﺑﺗﺩﺉ‬ ‫ﻣﺳﺗﻭﻯ ﺍﻻﺗﻘﺎﻥ ﺣﺭﻛﺔ ﻧﺣﻭ‬ ‫ﺃﻋﻠﻰ ﻣﻥ‬ ‫ﺍﻟﻣﺣﻙ ‪۳‬‬
‫ﻣﺳﺗﻭﻯ ﻣﺑﺗﺩﺉ‬ ‫ﻣﺳﺗﻭﻯ ﺍﻻﺗﻘﺎﻥ ﺣﺭﻛﺔ ﻧﺣﻭ‬ ‫ﺃﻋﻠﻰ ﻣﻥ‬ ‫ﺍﻟﻣﺣﻙ ‪٤‬‬
‫ﻣﻭﺻﻔﺎﺕ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪Rubric‬‬
‫‪‬ﺗﻌﺗﺑﺭ ﺍﻟﻣﻭﺻﻔﺎﺕ )ﺍﻷﺩﻟﺔ( ﺟﻭﻫﺭ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ‪ ،‬ﻭﻫﻲ‬

‫ﺗﺻﻑ ﻭﺗﻌﺭﱢ ﻑ ﻣﻭﺍﺻﻔﺎﺕ ﻋﻣﻝ ﺍﻟﻁﻼﺏ ﻟﻛﻝ ﻣﺳﺗﻭﻯ ﻣﻥ ﻣﺳﺗﻭﻳﺎﺕ‬
‫ﺍﻟﺗﺣﺻﻳﻝ‬
‫‪‬ﻳﺟﺏ ﺃﻥ ﺗﻌﻛﺱ ﺍﻟﻣﻭﺻﻔﺎﺕ ﻣﻌﺎﻳﻳﺭ ﻋﺎﻟﻳﺔ ﻟﻛﻧﻬﺎ ﻗﺎﺑﻠﺔ ﻟﻠﺗﺣﻘﻕ‬
‫‪‬ﻻ ﺗﺳﺗﺧﺩﻡ ﻣﻌﺎﻳﻳﺭ ﻻ ﻳﺳﺗﻁﻳﻊ ﺍﻟﻁﻼﺏ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻳﻬﺎ‬
‫‪‬ﻻ ﻳﺟﺏ ﺃﻥ ﺟُﻣﻝ ﺍﻟﻣﻭﺻﱢﻔﺎﺕ ﻣﻁـّﺎﻁﺔ )ﻣﺭﻧﺔ( ﺑﺣﻳﺙ ﻳﻘﺭﺃﻫﺎ‬
‫ﺍﻟﻁﺎﻟﺏ ﻛﻣﺎ ﻳﺭﻳﺩ)ﻳﻔﺗﺭﺽ ﺃﻥ ﻻ ﻳﺧﺗﻠﻑ ﻋﻠﻳﻬﺎ ﺃﺣﺩ(‬
‫ﻣﺛﺎﻝ‪):‬ﻣﻭﺻـﱢﻑ ﻣﺭﻥ(‬
‫ﺍﻟﻔﻘﺭﺓ ﺗﺻﻑ ﺧﺻﺎﺋﺹ ﻣﺗﻌﺩﺩﺓ ﻟﺣﻳﺎﺓ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺑﻳﺋﻳﺔ‬
‫ﻣﺛﺎﻝ‪):‬ﻣﻭﺻـﱢﻑ ﻻ ﻳﺗﺻﻑ ﺑﺎﻟﻣﺭﻭﻧﺔ(‬
‫ﺍﻟﻔﻘﺭﺓ ﺗﺣﺗﻭﻱ ﺟﻣﻠﺗﻳﻥ ﻋﻥ ﺑﻳﺕ ﺍﻟﻁﺎﻟﺏ‪،‬ﺟﻣﻠﺔ ﻭﺍﺣﺩﺓ ﻋﻥ ﺣﻳﺎﺓ‬
‫ﺍﻟﻁﺎﻟﺏ‪ ،‬ﺟﻣﻠﺔ ﻭﺍﺣﺩﺓ ﻋﻥ ﻁﻌﺎﻡ ﺍﻟﻁﺎﻟﺏ‪.‬‬
‫‪‬ﺍﺳﺗﺧﺩﻡ ﻟﻐﺔ ﻳﻔﻬﻣﻬﺎ ﺍﻟﻁﺎﻟﺏ‬
‫‪‬ﻓﻛﺭ ﻓﻲ ﺧﺑﺭﺍﺗﻙ ﺍﻟﺳﺎﺑﻘﺔ!‬

‫‪ -‬ﻟﻣﺎﺫﺍ ﺃﻋﻁﻳﺕ ﻋﻣﻝ ﺃﺣﻣﺩ ‪ ۱۰‬ﺩﺭﺟﺎﺕ؟‬
‫‪ -‬ﻟﻣﺎﺫﺍ ﻛﺎﻥ ﺍﻟﻌﻣﻝ ﺟﻳﺩﺍً؟‬
‫‪ -‬ﻟﻣﺎﺫﺍ ﺃﻋﻁﻳﺕ ﻋﻣﻝ ﺳﺎﻟﻡ ﺩﺭﺟﺗﺎﻥ؟‬
‫‪ -‬ﻟﻣﺎﺫﺍ ﻛﺎﻥ ﺍﻟﻌﻣﻝ ﺭﺩﻳﺋﺎً؟‬
‫ﻻ ﺗﻧﻅﺭ ﻟﻠﺗﻘﻭﻳﻡ ﺃﻧﻪ ﻳﺄﺗﻲ ﺩﺍﺋﻣﺎ ً ﺑﻌــــــــﺩ‬

‫ﺍﻟﻌﻣﻠﻳﺔ ﺍﻟﺗﻌﻠﻳﻣﻳﺔ‪ ،‬ﻷﻥ ﺫﻟﻙ ﻳﺩﻋﻭ ﻟﻠﻔﺷﻝ‬
‫ﻓﻲ ﺗﺣﺳﻳﻥ ﺃﺩﺍء ﺍﻟﻁﺎﻟﺏ‪ ،‬ﻟﻛﻥ ﻓﻛـّﺭ ﻛﻳﻑ‬
‫ﺳﺗﺟﻌﻝ ﺍﻟﻁﺎﻟﺏ ﺍﻟﺿﻌﻳﻑ ﻳﺗﺣﺳــــــــــﻥ‬
‫ﻭﻳﺻﺑﺢ ﺫﺍ ﺩﺍﻓﻌﻳﺔ‪.‬‬
‫ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ﺍﻟﻛﻠﻲ ‪Holistic Rubric‬‬
‫ﺳﻠﻡ ﺗﻘﺩﻳﺭ ﻟﻔﻅﻲ)‪ (Rubric‬ﻳﻘﻳﻡ ﺃﺩﺍء‬

‫ﺍﻟﻁﻼﺏ ﺑﺷﻛﻝ ﻛﻠﻲ ﻋﻧﺩﻣﺎ ﺗﻛﻭﻥ ﺟﻭﺩﺓ‬
‫ﺍﻟﻣﻧﺗــــــﺞ ﻛﻛﻝ ﻣﻬﻣﺔ ﻭﺍﻷﺧﻁﺎء ﺧﻼﻝ‬
‫ﺍﻷﺟــــــــــــــــــــــﺯﺍء ﻳﻣﻛﻥ ﺍﻟﺗﺳﺎﻣﺢ‬
‫ﺑﺷﺄﻧﻬﺎ‬
‫ﻛﻳﻑ ﺗﺻﻣﻡ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ﺍﻟﻛﻠﻲ ‪Holistic Rubric‬‬
‫ﺃﻭﻻً‪:‬ﺣﺩﺩ ﻋﺩﺩ ﻣﺳﺗﻭﻳﺎﺕ ﺍﻷﺩﺍء‬
‫ﺛﺎﻧﻳﺎ ً‪:‬ﺃﻛﺗﺏ ﻣﻭﺻﻔﺎﺕ ﺍﻷﺩﺍء ﺍﻟﻛﻠﻲ ﻟﻛﻝ ﻣﺳﺗﻭﻯ ﻣﺳﺗﻌﻳﻧﺎ ً ﺑﻘﻭﺍﻋﺩ‬
‫ﺍﻵﺗﻳﺔ‪ :‬ﻣﻭﺻﻔﺎﺕ ﺍﻷﺩﺍء ﺍﻟﺗﻲ ﻋﺭﻓﺗﻬﺎ ﺳﺎﺑﻘﺄ‪:‬‬
‫ﻣﺛﺎﻝ‪ :‬ﻳﺧﻁﻁ ﺃﺣﺩ ﻣﺩﺭﺳﻲ ﺍﻹﺣﺻﺎء ﻟﻣﺣﺿﺭﺓ ﺣﻭﻝ ﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧـﺎﺕ‬
‫ﻣﻊ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺗﻘﺩﻳﺭ ﻭﺍﻟﺗﻔﺳﻳﺭ ﻟﻠﺭﺳﻭﻡ ﺍﻟﺑﻳﺎﻧﻳﺔ ﻭﻛﺎﻧﺕ‬
‫ﺃﻫﺩﺍﻑ ﺍﻟﻣﺣﺎﺿﺭﺓ‪:‬‬
‫‪ (۱‬ﺗﻔﺳﻳﺭ ﻣﺣﺗﻭﻯ ﺍﻟﺭﺳﻭﻡ ﺍﻟﺑﻳﺎﻧﻳﺔ‬
‫‪ (۲‬ﺗﻘﺩﻳﺭ ﻗﻳﻡ ﻣﻌﻠﻭﻣﺎﺕ ﻣﺎﺧﻭﺫﺓ ﻣﻥ ﺍﻟﺭﺳﻡ ﺍﻟﺑﻳﺎﻧﻲ‬
‫ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ﺍﻟﻛﻠﻲ ‪Holistic Rubric‬‬
‫ﺍﻟﻣﻭﺻـﱢﻔﺎﺕ‬ ‫ﺍﻟﺩﺭﺟﺔ‬
‫ﻗﺎﻡ ﺑﺗﻘﺩﻳﺭ ﺻﺣﻳﺢ ﺗﻣﺎﻣﺎَ‪ ،‬ﺍﺳﺗﺧﺩﻡ ﻋﻣﻠﻳﺎﺕ ﺣﺳﺎﺑﻳﺔ ﺩﻭﻥ ﺃﺧﻁﺎء‪ ،‬ﺗﻭﺻﻝ ﺇﻟﻰ‬
‫ﻋﺎﻝ ﻣﻥ‬
‫ٍ‬ ‫ﺧﺎﺗﻣﺔ ﻣﻧﻁﻘﻳﺔ ﻣﺩﻋﻭﻣﺔ ﺑﺎﻟﺭﺳﻡ ﺍﻟﺑﻳﺎﻧﻲ‪،،‬ﻭﺗﻌﻛﺱ ﺗﻔﺳﻳﺭﺍﺗﻪ ﻣﺳﺗﻭﻯً‬
‫‪٤‬‬
‫ﺍﻟﺗﻔﻛﻳﺭ‬
‫ﻗﺩﻡ ﺗﻘﺩﻳﺭﺍً ﺟﻳﺩﺍً‪ ،‬ﺍﺳﺗﺧﺩﻡ ﻋﻣﻠﻳﺎﺕ ﺣﺳﺎﺑﻳﺔ ﺑﺄﺧﻁﺎء ﻗﻠﻳﻠﺔ‪،‬ﺗﻭﺻﻝ ﺇﻟﻰ ﺧﺎﺗﻣﺔ‬
‫ﻣﻧﻁﻘﻳﺔ ﻣﺩﻋﻭﻣﺔ ﺑﺎﻟﺭﺳﻡ ﺍﻟﺑﻳﺎﻧﻲ‪،‬ﻭﺗﻌﻛﺱ ﺗﻔﺳﻳﺭﺍﺗﻪ ﻣﺳﺗﻭﻯً ﺟﻳﺩﺍً ﻣﻥ ﺍﻟﺗﻔﻛﻳﺭ‬
‫‪۳‬‬
‫ﻗﺩﻡ ﺗﻘﺩﻳﺭﺍً ﻣﻊ ﺍﻟﻭﻗﻭﻉ ﻓﻲ ﺃﺧﻁﺎء ﻛﺛﻳﺭﺓ‪ ،‬ﺍﺳﺗﺧﺩﻡ ﻋﻣﻠﻳﺎﺕ ﺣﺳﺎﺑﻳﺔ ﻏﻳﺭ ﻣﻧﺎﺳﺑﺔ‬
‫ﻟﻛﻥ ﺑﺩﻭﻥ ﺃﺧﻁﺎء‪ ،‬ﻋﺭﺽ ﺧﺎﺗﻣﺔ ﻏﻳﺭ ﻣﺩﻋﻭﻣﺔ ﺑﺭﺳﻡ ﺑﻳﺎﻧﻲ‪ ،‬ﺗﻣﺎﻣﺎَ‪ ،‬ﻗﺩﻡ‬
‫‪۲‬‬
‫ﺗﻔﺳﻳﺭﺍﺕ ﻣﻘﺗﺿﺑﺔ‬
‫ﻗﺩﻡ ﺗﻘﺩﻳﺭﺍﺕ ﻏﻳﺭ ﺻﺣﻳﺣﺔ‪ ،‬ﺍﺳﺗﺧﺩﻡ ﻋﻣﻠﻳﺎﺕ ﺣﺳﺎﺑﻳﺔ ﻏﻳﺭ ﺻﺣﻳﺣﺔ‪ ،‬ﻟﻡ ﻳﻘﺩﻡ‬
‫ﺧﺎﺗﻣﺔ‪ ،‬ﻟﻡ ﻳﻘﺩﻡ ﺗﻔﺳﻳﺭﺍﺕ‬
‫‪۱‬‬
‫ﻟﻡ ﻳﺅﺩ ﺍﻟﻣﻬﻣﺔ‬
‫‪۰‬‬
‫ﺗﻁﺑﻳﻕ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪Rubric‬‬
‫ﺗﻁﺑﻳﻕ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪ Rubric‬ﺍﻟﻛﻠﻲ‬
‫ﺗﻁﺑﻳﻕ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪Rubric‬ﺍﻟﺗﺣﻠﻳﻠﻲ‬
‫ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﻟﻔﻅﻲ ‪ Rubric‬ﻟﺗﺻﺣﻳﺢ ﺑﺣﺙ‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻷﻋﻠﻰ‬ ‫ﺍﻟﻣﺳﺗﻭﻯ ﺍﻷﺩﻧﻰ ﺍﻟﻣﺳﺗﻭﻯ ﺍﻷﻭﺳﻁ‬
‫ﻣﻭﺿﻭﻉ ﺍﻟﺑﺣﺙ‬
‫ﻋﻧﻭﺍﻥ ﺍﻟﺑﺣﺙ‬
‫ﻣﻘﺩﻣﺔ ﺍﻟﺑﺣﺙ‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﻣﺷﻛﻠﺔ ﺍﻟﺑﺣﺙ‬
‫ﺃﺳﺋﻠﺔ ﺍﻟﺑﺣﺙ‬
‫ﺃﻫﺩﺍﻑ ﺍﻟﺑﺣﺙ‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﺃﻫﻣﻳﺔ ﺍﻟﺑﺣﺙ‬
‫ﻓﺭﻭﺽ ﺍﻟﺑﺣﺙ‬
‫ﺑﻧﻳﺔ ﺍﻟﺧﻁﺔ‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﺍﻟﺗﻭﺛﻳﻕ‬
‫ﻭﺍﻟﻣﺭﺍﺟﻊ‬
‫ﺍﻹﺧﺭﺍﺝ‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﺟﺩﻳﺩ‪ ،‬ﻳﺗﺳﻡ ﺑﺎﻻﺻﺎﻟﺔ‬ ‫ﻣﻬﻡ‪ ،‬ﻭﻟﻛﻥ ﺳﺑﻕ‬ ‫ﺗﻡ ﺗﻧﺎﻭﻟﻪ ﺑﻛﺛﺭﺓ‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺑﺣﺙ‬
‫ﺗﻧﺎﻭﻟﻪ ﺗﻧﺎﻭﻻ ﻣﺣﺩﻭﺩﺍً ﻭﺍﻻﺑﺗﻛﺎﺭ ﻭﺍﻻﻫﻣﻳﺔ‪.‬‬ ‫‪،‬ﻻ ﺟﺩﻭﻯ ﻣﻥ‬
‫ﺩﺭﺍﺳﺗﻪ‪.‬‬
‫ﻋﻧﻭﺍﻥ ﺍﻟﺑﺣﺙ‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﺟﺩﻳﺩ‪ ،‬ﻳﺗﺳﻡ ﺑﺎﻻﺻﺎﻟﺔ‬ ‫ﻣﻬﻡ‪ ،‬ﻭﻟﻛﻥ ﺳﺑﻕ‬ ‫ﺗﻡ ﺗﻧﺎﻭﻟﻪ ﺑﻛﺛﺭﺓ‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺑﺣﺙ‬
‫ﺗﻧﺎﻭﻟﻪ ﺗﻧﺎﻭﻻ ﻣﺣﺩﻭﺩﺍً ﻭﺍﻻﺑﺗﻛﺎﺭ ﻭﺍﻻﻫﻣﻳﺔ‪.‬‬ ‫‪،‬ﻻ ﺟﺩﻭﻯ ﻣﻥ‬
‫ﻳﻌﺑﺭ ﺑﺩﻗﺔ ﻋﻥ ﻣﻭﺿﻭﻉ‬ ‫ﻳﻌﺑﺭ ﻋﻥ ﻣﻭﺿﻭﻉ‬ ‫ﻳﻔﺗﻘﺭ ﻟﻠﺻﻳﺎﻏﺔ‬ ‫ﻋﻧﻭﺍﻥ ﺍﻟﺑﺣﺙ‬

‫ﺍﻟﺑﺣﺙ‪ ،‬ﺃﻁﻭﻝ ﺃﻭ ﺃﻗﺻﺭ ﺍﻟﺑﺣﺙ‪ ،‬ﻣﺧﺗﺻﺭ ‪ ،‬ﺻﻳﺎﻏﺗﻪ‬ ‫ﺍﻟﻣﻧﺎﺳﺑﺔ‪.‬‬
‫ﻋﻠﻣﻳﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻔﺻﺣﻰ‪.‬‬ ‫ﻣﻥ ﺍﻟﻼﺯﻡ‪ ،‬ﺑﻌﺽ‬
‫ﻣﻔﺭﺩﺍﺗﻪ ﻋﺎﻣﻳﺔ‪.‬‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﺟﺩﻳﺩ‪ ،‬ﻳﺗﺳﻡ ﺑﺎﻷﺻﺎﻟﺔ‬ ‫ﺗﻡ ﺗﻧﺎﻭﻟﻪ ﺑﻛﺛﺭﺓ ‪ ،‬ﻣﻬﻡ‪ ،‬ﻭﻟﻛﻥ ﺳﺑﻕ‬ ‫ﻣﻭﺿﻭﻉ ﺍﻟﺑﺣﺙ‬
‫ﺗﻧﺎﻭﻟﻪ ﺗﻧﺎﻭﻻ ﻣﺣﺩﻭﺩﺍً ﻭﺍﻻﺑﺗﻛﺎﺭ ﻭﺍﻷﻫﻣﻳﺔ‪.‬‬ ‫ﻭﻻ ﺟﺩﻭﻯ ﻣﻥ‬
‫ﻳﻌﺑﺭ ﺑﺩﻗﺔ ﻋﻥ ﻣﻭﺿﻭﻉ‬ ‫ﻳﻌﺑﺭ ﻋﻥ ﻣﻭﺿﻭﻉ‬ ‫ﻳﻔﺗﻘﺭ ﻟﻠﺻﻳﺎﻏﺔ‬ ‫ﻋﻧﻭﺍﻥ ﺍﻟﺑﺣﺙ‬

‫ﺍﻟﺑﺣﺙ‪ ،‬ﺃﻁﻭﻝ ﺃﻭ ﺃﻗﺻﺭ ﺍﻟﺑﺣﺙ‪ ،‬ﻣﺧﺗﺻﺭ‪ ،‬ﺻﻳﺎﻏﺗﻪ‬ ‫ﺍﻟﻣﻧﺎﺳﺑﺔ‪.‬‬
‫ﻋﻠﻣﻳﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻔﺻﺣﻰ‪.‬‬ ‫ﻣﻥ ﺍﻟﻼﺯﻡ‪ ،‬ﺑﻌﺽ‬
‫ﻣﻔﺭﺩﺍﺗﻪ ﻋﺎﻣﻳﺔ‪.‬‬
‫ﺗﻌﻁﻲ ﻓﻛﺭﺓ ﻋﻥ ﻣﺷﻛﻠﺔ ﺗﻣﻬﺩ ﻟﻣﺷﻛﻠﺔ ﺍﻟﺑﺣﺙ‪ ،‬ﻣﺷﻭﻗﻪ‬ ‫ﻻ ﺗﻭﺿﺢ ﻣﻭﺿﻭﻉ‬ ‫ﻣﻘﺩﻣﺔ ﺍﻟﺑﺣﺙ‬
‫ﻭﻣﺩﻋﻣﺔ ﺑﺂﺭﺍء ﻭﻧﺗﺎﺋﺞ ﻣﻭﺛﻘﺔ‬ ‫ﺍﻟﺑﺣﺙ‪ ،‬ﺗﺗﺿﻣﻥ‬ ‫ﺍﻟﺩﺭﺍﺳﺔ‪ ،‬ﻁﺭﺣﻬﺎ‬
‫ﺗﺗﺟﻪ ﻣﻥ ﺍﻟﻌﺎﻡ ﺇﻟﻰ ﺍﻟﺧﺎﺹ‪،‬‬ ‫ﻣﻌﻠﻭﻣﺎﺕ ﻛﺎﻓﻳﺔ ﻋﻥ‬ ‫ﺿﻌﻳﻑ ﻭﻳﻐﻠﺏ‬
‫ﺃﺛﺎﺭﺕ ﺃﻫﻣﻳﺔ ﺩﺭﺍﺳﺔ ﺍﻟﻣﻭﺿﻭﻉ‪.‬‬ ‫ﺍﻟﻣﻭﺿﻭﻉ‪.‬‬ ‫ﻋﻠﻳﻬﺎ ﺍﻟﺭﺃﻱ‬
‫ﺍﻟﺷﺧﺻﻲ‪.‬‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﻣﺣﺩﺩﺓ ﺗﺣﺩﻳﺩﺍ ﻛﺑﻳﺭﺍ‪ ،‬ﻣﺣﺩﺩﺓ ﻭﻭﺍﺿﺣﺔ‪ ،‬ﻗﻳﻣﺔ‪،‬‬ ‫ﺳﺑﻕ ﺗﻧﺎﻭﻟﻬﺎ‪،‬‬ ‫ﻣﺷﻛﻠﺔ ﺍﻟﺑﺣﺙ‬
‫ﻣﻬﻣﺔ‪،‬ﺟﺩﻳﺩﺓ ﻧﺳﺑﻳﺎ‪ ،‬ﺟﺩﻳﺩﺓ‪ ،‬ﻗﺎﺑﻠﺔ ﻟﻠﺩﺭﺍﺳﺔ‪،‬‬ ‫ﻏﺎﻣﺿﺔ‪ ،‬ﻳﺻﻌﺏ‬
‫ﻗﺎﺑﻠﺔ ﻟﻠﺩﺭﺍﺳﺔ‪.‬‬ ‫ﺩﺭﺍﺳﺗﻬﺎ‪.‬‬
‫ﺃﺳﺋﻠﺔ ﺍﻟﺑﺣﺙ‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﺗﻐﻁﻲ ﻣﺷﻛﻠﺔ ﺍﻟﺑﺣﺙ ‪ ،‬ﺗﺗﻧﺎﻭﻝ ﺗﻧﺎﻭﻻ ﺩﻗﻳﻘﺎ ﻣﺷﻛﻠﺔ‬ ‫ﻋﻼﻗﺗﻬﺎ ﺑﻣﺷﻛﻠﺔ‬ ‫ﺃﺳﺋﻠﺔ ﺍﻟﺑﺣﺙ‬
‫ﺗﺗﻁﻠﺏ ﺇﺟﺎﺑﺎﺕ ﻣﻌﻅﻣﻬﺎ ﺍﻟﺩﺭﺍﺳﺔ‪،‬ﺗﺗﻁﻠﺏ ﺇﺟﺎﺑﺎﺗﻬﺎ ﺇﺟﺭﺍء‬ ‫ﺍﻟﺑﺣﺙ ﺿﻌﻳﻔﺔ‪،‬‬
‫ﺍﻟﺑﺣﺙ‪،‬ﻏﻳﺭ ﻣﺗﺩﺍﺧﻠﺔ‪ ،‬ﻳﻣﻛﻥ‬ ‫ﻳﺻﻌﺏ ﺗﻧﺎﻭﻟﻬﺎ ﺑﺄﺣﺩ ﺇﺟﺭﺍء ﺍﻟﺑﺣﺙ ‪،‬ﻳﻣﻛﻥ‬
‫ﺍﻻﺟﺎﺑﺔ ﻋﻧﻬﺎ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺃﺣﺩ‬ ‫ﻣﻧﺎﻫﺞ ﺍﻟﺑﺣﺙ‪ ،‬ﻏﻳﺭ ﺗﻧﺎﻭﻝ ﻣﻌﻅﻣﻬﺎ ﺑﺄﺣﺩ‬
‫ﻣﻧﺎﻫﺞ ﺍﻟﺑﺣﺙ‪.‬‬ ‫ﻣﻧﺎﻫﺞ ﺍﻟﺑﺣﺙ‪.‬‬ ‫ﻣﻧﺎﺳﺑﺔ ‪.‬‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﺗﻐﻁﻲ ﻣﺷﻛﻠﺔ ﺍﻟﺑﺣﺙ ‪ ،‬ﺗﺗﻧﺎﻭﻝ ﺗﻧﺎﻭﻻ ﺩﻗﻳﻘﺎ ﻣﺷﻛﻠﺔ‬ ‫ﻋﻼﻗﺗﻬﺎ ﺑﻣﺷﻛﻠﺔ‬ ‫ﺃﺳﺋﻠﺔ ﺍﻟﺑﺣﺙ‬
‫ﺗﺗﻁﻠﺏ ﺇﺟﺎﺑﺎﺕ ﻣﻌﻅﻣﻬﺎ ﺍﻟﺩﺭﺍﺳﺔ‪،‬ﺗﺗﻁﻠﺏ ﺇﺟﺎﺑﺎﺗﻬﺎ ﺇﺟﺭﺍء‬ ‫ﺍﻟﺑﺣﺙ ﺿﻌﻳﻔﺔ‪،‬‬
‫ﺍﻟﺑﺣﺙ‪،‬ﻏﻳﺭ ﻣﺗﺩﺍﺧﻠﺔ‪ ،‬ﻳﻣﻛﻥ‬ ‫ﻳﺻﻌﺏ ﺗﻧﺎﻭﻟﻬﺎ ﺑﺄﺣﺩ ﺇﺟﺭﺍء ﺍﻟﺑﺣﺙ ‪،‬ﻳﻣﻛﻥ‬
‫ﺍﻻﺟﺎﺑﺔ ﻋﻧﻬﺎ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺃﺣﺩ‬ ‫ﻣﻧﺎﻫﺞ ﺍﻟﺑﺣﺙ‪ ،‬ﻏﻳﺭ ﺗﻧﺎﻭﻝ ﻣﻌﻅﻣﻬﺎ ﺑﺄﺣﺩ‬
‫ﻣﻧﺎﻫﺞ ﺍﻟﺑﺣﺙ‪.‬‬ ‫ﻣﻧﺎﻫﺞ ﺍﻟﺑﺣﺙ‪.‬‬ ‫ﻣﻧﺎﺳﺑﺔ ‪.‬‬
‫ﻣﺣﺩﺩﺓ ﺗﺣﺩﻳﺩﺍ ﻛﺑﻳﺭﺍ‪ ،‬ﻣﺣﺩﺩﺓ ﺑﺩﻗﺔ‪ ،‬ﻗﻳﻣﺔ‪،‬ﻗﺎﺑﻠﺔ‬ ‫ﻣﺑﺎﻟﻎ ﻓﻳﻬﺎ‪،‬ﺃﻭ‬ ‫ﺃﻫﺩﺍﻑ ﺍﻟﺑﺣﺙ‬
‫ﻏﻳﺭ ﻭﺍﻗﻌﻳﺔ‪ ،‬ﻏﻳﺭ ﻣﻘﺑﻭﻟﺔ‪ ،‬ﻳﻣﻛﻥ ﺗﺣﻘﻳﻕ ﻟﻠﺗﺣﻘﻕ‪.‬‬
‫ﻣﻌﻅﻣﻬﺎ‪.‬‬ ‫ﻣﻧﺎﺳﺑﺔ‪.‬‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﺗﻭﺿﺢ ﺇﻳﺿﺎﺣﺎ ﺩﻗﻳﻘﺎ ﻓﻭﺍﺋﺩ‬ ‫ﺗﻭﺿﺢ ﺇﻳﺿﺎﺣﺎ ﻛﺑﻳﺭﺍ‬ ‫ﻏﻳﺭ ﻭﺍﺿﺣﺔ‪،‬‬ ‫ﺃﻫﻣﻳﺔ ﺍﻟﺑﺣﺙ‬
‫ﺍﻟﺑﺣﺙ ﺍﻟﻌﻠﻣﻳﺔ ﻭﺍﻟﻌﻣﻠﻳﺔ‪.‬‬ ‫ﻓﻭﺍﺋﺩ ﺍﻟﺑﺣﺙ ﺍﻟﻌﻠﻣﻳﺔ‬ ‫ﻣﺗﺩﺍﺧﻠﺔ ﻣﻊ‬
‫ﻭﺍﻟﻌﻣﻠﻳﺔ ﻣﻊ ﺍﻟﻘﻠﻳﻝ ﻣﻥ‬ ‫ﺍﻷﻫﺩﺍﻑ‪.‬‬
‫ﺍﻟﺗﺩﺍﺧﻝ ﻣﻊ ﺍﻷﻫﺩﺍﻑ‪.‬‬
‫ﻓﺭﻭﺽ ﺍﻟﺑﺣﺙ‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﺻﻳﺎﻏﺔ ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﺻﻳﺎﻏﺔ ﺻﺣﻳﺣﺔ ﺑﺩﺭﺟﺔ ﺻﻳﻐﺕ ﺻﻳﺎﻏﺔ ﺩﻗﻳﻘﺔ ﻓﻲ‬ ‫ﻓﺭﻭﺽ ﺍﻟﺑﺣﺙ‬
‫ﺍﻟﺻﻳﻐﺔ ﺍﻟﺻﻔﺭﻳﺔ ﺃﻭ ﺍﻟﺑﺩﻳﻠﺔ‪.‬‬ ‫ﺷﻲء ﻣﻥ ﺍﻟﺗﻌﺩﻳﻝ ﻛﺑﻳﺭﺓ‪.‬‬
‫ﺃﻭ ﻏﻳﺭ ﺻﺣﻳﺣﺔ‪.‬‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﺻﻳﺎﻏﺔ ﺗﺣﺗﺎﺝ ﺇﻟﻰ ﺻﻳﺎﻏﺔ ﺻﺣﻳﺣﺔ ﺑﺩﺭﺟﺔ ﺻﻳﻐﺕ ﺻﻳﺎﻏﺔ ﺩﻗﻳﻘﺔ ﻓﻲ‬ ‫ﻓﺭﻭﺽ ﺍﻟﺑﺣﺙ‬
‫ﺍﻟﺻﻳﻐﺔ ﺍﻟﺻﻔﺭﻳﺔ ﺃﻭ ﺍﻟﺑﺩﻳﻠﺔ‪.‬‬ ‫ﺷﻲء ﻣﻥ ﺍﻟﺗﻌﺩﻳﻝ ﻛﺑﻳﺭﺓ‪.‬‬
‫ﺃﻭ ﻏﻳﺭ ﺻﺣﻳﺣﺔ‪.‬‬
‫ﺗﺗﺿﻣﻥ ﻣﻌﻅﻡ ﻋﻧﺎﺻﺭ ﺍﻟﺧﻁﺔ‪.‬‬ ‫ﺗﺗﺿﻣﻥ ﺑﻌﺽ ﻋﻧﺎﺻﺭ‬ ‫ﺗﺗﺿﻣﻥ ﺍﻟﻘﻠﻳﻝ ﻣﻥ‬ ‫ﺑﻧﻳﺔ ﺍﻟﺧﻁﺔ‬
‫ﺍﻟﺧﻁﺔ‪.‬‬ ‫ﻋﻧﺎﺻﺭ ﺍﻟﺧﻁﺔ‪.‬‬
‫ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﻟﻔﻅﻲ ‪ Rubric‬ﻟﺗﺻﺣﻳﺢ ﺑﺟﺙ‬
‫ﺍﻟﺩﺭﺟﺔ‬ ‫‪۱۰-۸‬‬ ‫‪۷-٥‬‬ ‫‪٤-۱‬‬
‫ﺍﻟﺗﺯﻡ ﻛﻠﻳﺎ ﺑﻧﻅﺎﻡ ﺗﻭﺛﻳﻕ ﻭﺍﺣﺩ‪،‬‬ ‫ﺍﻟﺗﻭﺛﻳﻕ ﻭﺍﻟﻣﺭﺍﺟﻊ ﻧﻅﺎﻡ ﺍﻟﺗﻭﺛﻳﻕ ﻏﻳﺭ ﺍﻟﺗﺯﻡ ﺍﻟﺗﺯﺍﻣﺎ ﻛﺑﻳﺭﺍ‬
‫ﺍﺳﺗﺧﺩﻡ ﺃﻛﺛﺭ ﻣﻥ ‪ ٥‬ﻣﺭﺍﺟﻊ‪.‬‬ ‫ﺩﻗﻳﻕ ‪ ،‬ﺍﺳﺗﺧﺩﻡ ﺃﻗﻝ ﺑﻧﻅﺎﻡ ﺗﻭﺛﻳﻕ‪ ،‬ﺍﺳﺗﺧﺩﻡ‬
‫‪ ٥-٤‬ﻣﺭﺍﺟﻊ‪.‬‬ ‫ﻣﻥ ‪ ٤‬ﻣﺭﺍﺟﻊ‪.‬‬
‫ﺍﻟﺑﺣﺙ ﻣﻁﺑﻭﻉ‪ ،‬ﻣﺭﻗﻡ ‪،‬‬ ‫ﻣﻁﺑﻭﻉ ‪ ،‬ﻣﺭﻗﻡ‪ ،‬ﻣﺭﺗﺏ‬ ‫ﻏﻳﺭ ﻣﻁﺑﻭﻉ‪،‬‬ ‫ﺍﻹﺧﺭﺍﺝ‬
‫ﻣﺭﺗﺏ‪،‬ﻳﺣﺗﻭﻱ ﻋﻠﻰ ﺍﻟﺑﻳﺎﻧﺎﺕ‬ ‫ﺗﺭﺗﻳﺑﺎ ﺑﻳﺎﻧﻳﺎ ﻛﺑﻳﺭﺍ‪،‬‬ ‫ﻳﻧﻘﺻﻪ ﺍﻟﻛﺛﻳﺭ ﻣﻥ‬
‫ﺍﻷﺳﺎﺱ‪.‬‬ ‫ﻳﺣﺗﻭﻱ ﻋﻠﻰ ﻣﻌﻅﻡ‬ ‫ﺍﻟﺗﻧﻅﻳﻡ‪.‬‬
‫ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻷﺳﺎﺱ‪.‬‬
‫ﻋﻣﻝ ﺟﻣﺎﻋﻲ‪:‬‬
‫ﺍﻓﺗﺭﺽ ﺃﻧﻙ ﻛﻠﻔﺕ ﻁﻼﺑﻙ ﺑﻣﺷﺭﻭﻉ‪،‬ﺍﻛﺗﺏ ﻣﺎ ﻫﻭ ﺍﻟﻣﺷﺭﻭﻉ ﺛﻡ‬
‫ﺻﻣﻡ ﺳﻠﻡ ﺗﻘﺩﻳﺭ ﻟﻔﻅﻲ ﻟﺗﺻﺣﻳﺣﻪ‪.‬‬
‫ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﻟﻔﻅﻲ ‪ Rubric‬ﻟﺗﺻﺣﻳﺢ ﻣﺷﺭﻭﻉ‬
‫ﻳﺣﺗﺎﺝ ﻣﺳﺎﻋﺩﺓ‬ ‫ﺟﻳﺩ‬ ‫ﺟﻳﺩ ﺟﺩﺍً‬ ‫ﻣﻣﺗﺎﺯ‬
‫ﺧﻁﺔ ﺍﻟﻌﻣﻝ‬
‫ﺗﻧﻔﻳﺫ‬
‫ﺍﻟﻣﺷﺭﻭﻉ‬
‫ﺟﻭﺩﺓ ﺍﻟﻌﻣﻝ‬
‫ﻳﺣﺗﺎﺝ‬ ‫ﺟﻳﺩ‬ ‫ﺟﻳﺩ ﺟﺩﺍً‬ ‫ﻣﻣﺗﺎﺯ‬
‫ﻣﺳﺎﻋﺩﺓ‬
‫ﺍﻻﻟﺗﺯﺍﻡ‬
‫ﺑﻣﻭﺍﻋﻳﺩ‬
‫ﺍﻟﺗﻧﻔﻳﺫ‬
‫ﺧﻁﺔ ﺍﻟﻌﻣﻝ‬ ‫ﺧﻁﺔ ﺍﻟﻌﻣﻝ‬ ‫ﺧﻁﺔ ﺍﻟﻌﻣﻝ‬ ‫ﺧﻁﺔ ﺍﻟﻌﻣﻝ‬ ‫ﺧﻁﺔ ﺍﻟﻌﻣﻝ‬
‫ﻏﻳﺭ ﻭﺍﺿﺣﺔ‬ ‫ﻭﺍﺿﺣﺔ ﻧﻭﻋﺎ ﻣﺎ‬ ‫ﻭﺍﺿﺣﺔ ﻭﻗﺎﺑﻠﺔ‬ ‫ﻭﺍﺿﺣﺔ ﺗﻣﺎﻣﺎ‬
‫ﻭﻻ ﻳﻣﻛﻥ‬ ‫ﺇﻻ ﺍﻧﻬﺎ ﻏﻳﺭ‬ ‫ﻭﻣﺭﺗﺑﺔ ﻓﻲ ﻧﻘﺎﻁ ﻟﻠﺗﻁﺑﻳﻕ ﻭﻣﺭﺗﺑﺔ‬
‫ﻭﻗﺎﺑﻠﺔ ﻟﻠﺗﻁﺑﻳﻕ ﻧﻭﻋﺎ ﻣﺎ ﻭﺗﺗﺳﻡ‬
‫ﺗﻁﺑﻳﻘﻬﺎ‪.‬‬ ‫ﻣﺭﺗﺑﺔ ﻓﻲ ﻧﻘﺎﻁ‬
‫ﻭﺗﺗﺳﻡ ﺑﺎﻟﻣﺭﻭﻧﺔ‪ .‬ﺑﺎﻟﻣﺭﻭﻧﺔ‪.‬‬
‫ﻭﻣﻥ ﺍﻟﺻﻌﺏ‬
‫ﺗﻁﺑﻳﻘﻬﺎ‪.‬‬
‫ﻟﻡ ﻳﻧﻔﺫ‬ ‫ﻧﻔﺫ ﻣﻌﻅﻡ ﻣﺭﺍﺣﻝ ﻧﻔﺫ ﺑﻌﺽ ﻣﺭﺍﺣﻝ‬ ‫ﺗﻧﻔﻳﺫ‬

‫ﺍﻟﻣﺷﺭﻭﻉ‬ ‫ﺍﻟﻣﺷﺭﻭﻉ ﺗﺣﺕ‬ ‫ﺍﻟﻣﺷﺭﻭﻉ ﺗﺣﺕ‬ ‫ﺍﻟﻣﺷﺭﻭﻉ‬
‫ﺇﺷﺭﺍﻑ ﺍﻟﻣﻌﻠﻡ‪،‬ﻧﻔﺫ ﺇﺷﺭﺍﻑ‬
‫ﺗﺣﺕ ﺇﺷﺭﺍﻑ‬
‫ﺍﻟﻣﻌﻠﻡ‪،‬ﻧﻔﺫ ﺑﻌﺽ‬ ‫ﻣﻌﻅﻡ ﺗﻭﺟﻳﻬﺎﺕ‬
‫ﺍﻟﻣﻌﻠﻡ ﺑﺗﻌﺩﻳﻝ ﺃﻭ ﺗﻭﺟﻳﻬﺎﺕ ﺍﻟﻣﻌﻠﻡ ﺍﻟﻣﻌﻠﻡ‪ .‬ﻗﺩﻡ‬
‫ﻋﻣﻼ ﺗﻡ‬ ‫ﺑﺗﻌﺩﻳﻝ ﺃﻭ ﺗﻁﻭﻳﺭ‬ ‫ﺗﻁﻭﻳﺭ‬
‫ﺗﻧﻔﻳﺫﻩ ﻋﻥ‬ ‫ﺍﻟﻌﻣﻝ‪،‬ﺍﻋﺗﻣﺩ ﻋﻠﻰ ﺍﻟﻌﻣﻝ‪،‬ﻟﻡ ﻳﻌﺗﻣﺩ‬
‫ﻁﺭﻳﻕ‬ ‫ﻧﻔﺳﻪ ﺍﻋﺗﻣﺎﺩﺍ ﻛﺑﻳﺭﺍ ﻋﻠﻰ ﻧﻔﺳﻪ‬
‫ﺍﻻﻋﺗﻣﺎﺩ ﺍﻟﻣﻁﻠﻭﺏ ﺷﺧﺹ ﺍﺧﺭ‪.‬‬ ‫ﻓﻲ ﻋﻣﻝ‬
‫ﻹﻛﻣﺎﻝ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬ ‫ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
‫ﻳﺗﺳﻡ ﺍﻟﻌﻣﻝ ﻏﻠﻰ ﻳﺗﺳﻡ ﺍﻟﻌﻣﻝ ﻋﻠﻰ ﺍﻟﻌﻣﻝ ﻏﻳﺭ‬ ‫ﺟﻭﺩﺓ ﺍﻟﻌﻣﻝ‬
‫ﺟﻳﺩ ﺃﻭﻻ‬ ‫ﺍﻷﻗﻝ ﺑﺧﺎﺻﻳﺔ‬ ‫ﺍﻻﻗﻝ ﺑﺧﺎﺻﻳﺗﻳﻥ‬
‫ﻭﺍﺣﺩﺓ ﻣﻥ‬ ‫ﻣﻥ ﺍﻟﺧﺻﺎﺋﺹ‬
‫ﺗﺭﺗﺑﻁ‬
‫ﺍﻟﺗﺎﻟﻳﺔ‪:‬ﺍﻻﺑﺗﻛﺎﺭﻳﺔ‪،‬ﺍ ﺍﻟﺧﺻﺎﺋﺹ‬
‫ﺟﻭﺩﺗﻪ ﺑﻌﻣﻝ‬ ‫ﺍﻟﺗﺎﻟﻳﺔ‪:‬‬ ‫ﻻﺑﺩﺍﻉ‪ ،‬ﺗﻁﺑﻳﻘﻪ‬
‫ﺍﻟﻁﺎﻟﺏ‪.‬‬ ‫ﺍﻻﺑﺗﻛﺎﺭﻳﺔ‪،‬ﺍﻹﺑﺩﺍﻉ‬ ‫ﻟﻣﻔﺎﻫﻳﻡ ﻣﺭﺗﺑﻁﺔ‬
‫ﺑﻣﻭﺿﻭﻋﺎﺕ ﻣﺎﺩﺓ ‪،‬ﺗﻁﺑﻳﻘﻪ ﺗﻁﺑﻳﻘﻪ‬
‫ﻟﻣﻔﺎﻫﻳﻡ ﻣﺭﺗﺑﻁﺔ‬ ‫ﺍﻟﻌﻠﻭﻡ ‪،‬ﺍﺳﺗﺧﺩﻡ‬
‫ﺑﻣﻭﺿﻭﻋﺎﺕ ﻣﺎﺩﺓ‬ ‫ﺭﺳﻭﻡ ﺑﻳﺎﻧﻳﺔ‬
‫ﺍﻟﻌﻠﻭﻡ‬ ‫ﺃﻭ ﺃﺷﻛﺎﻝ‬
‫‪،‬ﺍﺳﺗﺧﺩﻡ ﺭﺳﻭﻡ‬ ‫ﺗﻭﺿﻳﺣﻳﺔ‪.‬ﺃﻅﻬﺭ‬
‫ﺍﻟﻌﻣﻝ ﺩﻟﻳﻼ ﺣﻘﻳﻘﻳﺎ ﺑﻳﺎﻧﻳﺔ ﺍﻭ ﺃﺷﻛﺎﻝ‬
‫ﻟﻠﻘﺩﺭﺓ ﻋﻠﻰ ﺣﺳﻥ ﺗﻭﺿﻳﺣﻳﺔ‪.‬ﺃﻅﻬﺭ‬ ‫‪Company Logo‬‬
‫ﻳﺣﺗﺎﺝ‬ ‫ﺟﻳﺩ‬ ‫ﺟﻳﺩ ﺟﺩﺍً‬ ‫ﻣﻣﺗﺎﺯ‬
‫ﻣﺳﺎﻋﺩﺓ‬
‫ﺗﺄﺧﺭ ﻓﻲ‬ ‫ﺍﻟﺗﺯﻡ ﻣﻌﻅﻡ ﻓﺗﺭﺍﺕ ﺍﻟﺗﺯﻡ ﻓﻲ ﺑﻌﺽ‬ ‫ﺍﻟﺗﺯﻡ ﻁﻭﻝ‬ ‫ﺍﻻﻟﺗﺯﺍﻡ‬
‫ﺗﻘﺩﻳﻡ‬ ‫ﺍﻟﺗﺧﻁﻳﻁ ﻭﺍﻟﺗﻧﻔﻳﺫ ﻓﺗﺭﺍﺕ ﺍﻟﺗﺧﻁﻳﻁ‬ ‫ﻓﺗﺭﺍﺕ ﺍﻟﺗﺧﻁﻳﻁ‬ ‫ﺑﻣﻭﺍﻋﻳﺩ‬
‫ﺍﻟﻌﻣﻝ‬ ‫ﺑﺎﻟﻣﻭﺍﻋﻳﺩ ﺍﻟﻣﺣﺩﺩﺓ ﻭﺍﻟﺗﻧﻔﻳﺫ ﺑﺎﻟﻣﻭﺍﻋﻳﺩ‬ ‫ﻭﺍﻟﺗﻧﻔﻳﺫ‬
‫ﺍﻟﺗﻧﻔﻳﺫ‬
‫ﺍﻟﻣﺣﺩﺩﺓ ﻟﻛﻝ ﻣﺭﺣﻠﺔ‪.‬‬ ‫ﻟﻛﻝ ﻣﺭﺡ‬ ‫ﺑﺎﻟﻣﻭﺍﻋﻳﺩ‬
‫ﺍﻟﻣﺣﺩﺩﺓ ﻟﻛﻝ‬
‫ﻣﺭﺣﻠﺔ‪.‬‬
‫ﻣﻌﺎﻳﻳﺭﻟﺗﻘﻭﻳﻡ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪Rubric‬‬
‫‪ (۱‬ﻫﻝ ﺍﻟﻣﺣﻛﺎﺕ ﺿﺭﻭﺭﻳﺔ ﻭﺃﺳﺎﺳﻳﺔ؟‬
‫‪ (۲‬ﻫﻝ ﻫﻧﺎﻙ ﻋﺩﺩ ﻭﺍﻗﻌﻲ ﻣﻥ ﺍﻟﻣﺣﻛﺎﺕ؟‬
‫‪ (۳‬ﻫﻝ ﻫﻧﺎﻙ ﻋﺩﺩ ﻭﺍﻗﻌﻲ ﻣﻥ ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺗﺣﺻﻳﻝ؟‬
‫‪ (٤‬ﻫﻝ ﺍﻟﻣﻭﺻـﱢﻔﺎﺕ ﻗﺎﺑﻠﺔ ﻟﻠﻣﻼﺣﻅﺔ؟‬
‫‪ (٥‬ﻫﻝ ﺃﺷﺭﻛﺕ ﺍﻟﻁﻠﺑﺔ ﻓﻲ ﺑﻧﺎءﻩ؟‬
‫‪ (٦‬ﻫﻝ ﺑﺳﺗﻁﻳﻊ ﺍﻟﻁﺎﻟﺏ ﺍﺳﺗﺧﺩﺍﻣﻪ ﺫﺍﺗﻳﺎً؟‬
‫‪ (۷‬ﻫﻝ ﺍﻟﻣﺣﻛﺎﺕ ﺿﺭﻭﺭﻳﺔ ﻭﺃﺳﺎﺳﻳﺔ؟‬
‫‪ (۸‬ﻫﻝ ﻳﺗﺻﻑ ﺑﺎﻟﺛﺑﺎﺕ؟‬
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ادوات التقويم الحديث

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ادوات التقويم الحديث

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‫ﺑﻨﺎء ﺴﻼﻠﻢ اﻠﺘﻗﺪﻳﺮ اﻠﻟﻔﻈﻴﺔ واﺴﺘﺨﺪاﻤﺎﺗﻬﺎ‬

‫ﻳﺣﻛﻰ ﺃﻥ ﺷﺎﺑﺎ ً ﺫﺍ ﺑﻧﻳﺔ ﻗﻭﻳﺔ ﻛﺎﻥ ﻳﻌﻣﻝ ﺣﻁﺎﺑﺎً‪ ،‬ﻳﺧﺭﺝ ﻓﻲ‬

‫ﺗﺎﺑﻊ ﺍﳊﻄﺎﺏ ﻭﺍﻟﺸﻴﺦ‬

‫ﻭﺣﻳﻧﻣﺎ ﺍﻗﺗﺭﺏ ﺍﻟﺷﻳﺦ ﻣﻥ ﺍﻟﺷﺎﺏ ﻻﺣﻅ ﺃﻥ ﻓﺄﺱ ﺫﻟﻙ‬

‫ﺗﻬﺩﻑ ﺍﻟﻣﺣﺎﺿﺭﺓ ﺇﻟﻰ ﻣﻌﺭﻓﺔ‪:‬‬

‫ﻛﻳﻑ ﺗﺻﻣﻡ ﺳﻠـّﻡ ﺍﻟﺗﻘﺩﻳﺭﺍﻟﻠﻔﻅﻲ )‪(Rubric‬؟‬

‫ﺃﻧﻮﺍﻉ ﺳﻠﻢ ﺍﻟﺘﻘﺪﻳﺮ‬

wKJ�« wEHK�« d�bI��« rK� wKOK���« wEHK�« d�bI��« rK�

‫ﺗﺧﻳﻝ ﺃﻧﻙ ﻣﺩﺭﺱ ﻓﻲ ﻣﻌﻬﺩ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺑﻳﺔ‬

‫ﺗﺣﺗﻭﻱ ﺍﻟﻔﻘﺭﺓ ‪٥‬‬ ‫ﻻ ﺗﺣﺗﻭﻱ ﺍﻟﻔﻘﺭﺓ ﺃﻳﺔ ﺗﺣﺗﻭﻱ ﺍﻟﻔﻘﺭﺓ ﺃﻗﻝ‬

‫ﻭﺭﺑﻣﺎ ﺗﺳﺗﺧﺩﻡ ﺳﻠﻡ‬

‫‪(۱‬ﻓﺻّـﻝ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ)‪(Rubric‬ﺍﻟﺧﺎﺹ ﺑﻙ ﻟﻳﺗﻁﺎﺑﻕ‬

‫ﺗﺧﻳﻝ ﺃﻧﻙ ﻛﻠــﱠﻔﺕ ﻁﻼﺑﻙ ﺑﻭﺍﺟﺏ ﺑﻳﺗﻲ ﻳﺣﺗﻭﻱ ‪ ۸‬ﺃﺳﺋﻠﺔ‬

‫ﻣﺑﺗﺩﻱء‬ ‫ﻣﺎﻫﺭ ﺟﺯﺋﻳﺎ‬ ‫ﻣﺎﻫﺭ‬ ‫ﻣﺛﺎﻟﻲ‬

‫ﻣﺑﺗﺩﻱء‬ ‫ﻣﺎﻫﺭ ﺟﺯﺋﻳﺎ‬ ‫ﻣﺎﻫﺭ‬ ‫ﻣﺛﺎﻟﻲ‬

‫‪‬ﺗﻌﺗﺑﺭ ﺍﻟﻣﻭﺻﻔﺎﺕ )ﺍﻷﺩﻟﺔ( ﺟﻭﻫﺭ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ‪ ،‬ﻭﻫﻲ‬

‫‪‬ﻓﻛﺭ ﻓﻲ ﺧﺑﺭﺍﺗﻙ ﺍﻟﺳﺎﺑﻘﺔ!‬

‫ﻻ ﺗﻧﻅﺭ ﻟﻠﺗﻘﻭﻳﻡ ﺃﻧﻪ ﻳﺄﺗﻲ ﺩﺍﺋﻣﺎ ً ﺑﻌــــــــﺩ‬

‫ﺳﻠﻡ ﺗﻘﺩﻳﺭ ﻟﻔﻅﻲ)‪ (Rubric‬ﻳﻘﻳﻡ ﺃﺩﺍء‬

‫ﺗﻁﺑﻳﻕ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪ Rubric‬ﺍﻟﻛﻠﻲ‬

‫ﺗﻁﺑﻳﻕ ﺳﻠﻡ ﺍﻟﺗﻘﺩﻳﺭ ﺍﻟﻠﻔﻅﻲ ‪Rubric‬ﺍﻟﺗﺣﻠﻳﻠﻲ‬

‫ﻳﻌﺑﺭ ﺑﺩﻗﺔ ﻋﻥ ﻣﻭﺿﻭﻉ‬ ‫ﻳﻌﺑﺭ ﻋﻥ ﻣﻭﺿﻭﻉ‬ ‫ﻳﻔﺗﻘﺭ ﻟﻠﺻﻳﺎﻏﺔ‬ ‫ﻋﻧﻭﺍﻥ ﺍﻟﺑﺣﺙ‬

‫ﻳﻌﺑﺭ ﺑﺩﻗﺔ ﻋﻥ ﻣﻭﺿﻭﻉ‬ ‫ﻳﻌﺑﺭ ﻋﻥ ﻣﻭﺿﻭﻉ‬ ‫ﻳﻔﺗﻘﺭ ﻟﻠﺻﻳﺎﻏﺔ‬ ‫ﻋﻧﻭﺍﻥ ﺍﻟﺑﺣﺙ‬

‫ﻟﻡ ﻳﻧﻔﺫ‬ ‫ﻧﻔﺫ ﻣﻌﻅﻡ ﻣﺭﺍﺣﻝ ﻧﻔﺫ ﺑﻌﺽ ﻣﺭﺍﺣﻝ‬ ‫ﺗﻧﻔﻳﺫ‬

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