العدد 402 المجلد الثاني 4002 م 0222 ه

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2 Abstract For the importance of the subject of mental abilities and what the spatial ability has of effect on the educational acquisition for the pupils in many studying subjects such as mathematics and the engineering, and fewness of studies that deal with this ability according to the modern theory on measurement in Iraq and other Arab states (as far as the researcher learns), this research aims at construction the ability according to the local imagination for the students of the preparatory stage according to the theory of latent traits. To achieve this aim, the researcher has followed a number of scientific procedures in construction the test. Components of spatial ability have been specified three ingredients (spatial orientation, spatial imagination and spatial relations. Twentyseven multi-choice items have been prepared. The first component (spatial orientation) consists of ten items, the second component (spatial imagination) consists of ten items and the third component consists of (spatial relations) consists of seven items. After they have been presented to a committee of experts and specialists in psychological and educational measurement to show the validity extent of each item in measuring what it has made for, all experts have agreed on the items and they are regarded valid items to measure spatial ability. After that, the test has been applied on a sample of 332 schoolboys and schoolgirls of the preparatory stage students at schools of Baghdad governorate ), they were selected by a random social class system. In the statistical analysis of the test items, the researcher has depended on "Rash" Sample (one of the samples of latent characteristics ). And to prove that this hypothesis is correct, the researcher has followed a number of steps : 1- One-dimension : to prove that this hypothesis is correct, the factor analysis has taken place for the three components whereby one factor is reached with a meaning for each component. The explanation of factor has depended on the low limits (Legitman) which considers the factor as a statistical indicator when the latent root, which can be explained, equals or exceeds 1. It has depended on the rate (0.148) and more for its being a rate which satisfies the items of test with the general factor according to the standard of (Pert & Panks). One item is omitted from the third component for it satisfies it with the working factor (it was less than 0.148). 2- The statistical program "Rascal" has omitted two items when identifying the items with the sample on the bases of the values of (Chi sq) at the level of indication (0.05) for its value is higher that (Chi sq) value at this level as the program calculated. 3- The value of the preference coefficient of for the test approaches 1, its value was One item is excluded for it hasn t achieved the independency of measurement in the way that achieves subjectivity of measurement as it is represented by "Rash" sample. Consequently, the number of remaining items is 23 in the three components. And in order to get rid of fractions and negative signs, the loget unit has been changed to centesimal watt unit for the evaluation of difficulty of items and the individual abilities. The researcher has reached to some conclusions, recommendations and proposals. 55

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20 األستاذ مجلة 0222 ه 4002 م الثاني 402 المجلد العدد 1- Anastasi, A & Urbina, S, (1997) : Psychological Testing Ed, New York Prentice Hall. 2- Crocker,L.& Algina,J.(1986) Introduction to classical and modern test theory, New York : Holt Rinehart and Winston. 3- Gusstafsson, J. ( 1980 ) : Testing and Obtaining Fit of to The Rasch Model. British Journal of Mathematical and Statistical Psychology. 4- Hambelton,R. & cool, L.L, Eignor, D.R, & Gifford, J.A.(1978) Developments in Latent trait theory models, technical issues and application. Review of Educational Research, 48,4, , R. Swaminathan, S. & Rogers, H.J. (1991) : Fundamentals of Item Response Theory. SAGE, Publications, Newbury Park. the international professional publishers. 6-,& Swaminathan,H.(1985), Item response theory principles and applications, Boston, Nijhoff publishing 7- Hans, BARKE, (2001) : STRUCTURAL CHEMISTRY AND SPATIAL ABILITY IN DIFFERENT CULTURES, RESEARCH AND PRACTICE IN EUROPE,Vol. 2, No. 3, pp Hulin, C.L, Drasgow, F & Parsons, K, ( 1983) : Item Response Theory Application to psychological measurement, Ilinios, Dow Jones, Irwin, Homewood, USA. 9- Linn, M. C., and Petersen, A. C. 1985, Emergence and characterisation of gender differences in spatial abilities, A meta-analysis, Child Development, 56, Masters, G. N. ( 1984 ) : DICOT Analyzing Classroom test with the Rasch Model, Education and psychological Measurement, McGraw Hill. modern test theory,new york G.B.S. college publishing. 11- Pittalis, and Mousoulides & christou, (2007) : SPATIAL ABILITY AS A PREDICTOR OF STUDENTS PERFORMANCE IN GEOMETRY Cyprus, Department of Education, University of Cyprus. 12- Reise, S.P., & Waller, N.G, (2003) : How many IRT Parameters Does It Take To Model Psychopathology Items, psychological methods, Vol Wright, B, D, (1977) : Solving Measurement Problem With the Rasch model. Journal of Educational measurement. Vol , & Stone, M. H. (1979) : Best test Design Rasch Measurement Chicago : MESA press 56