Abstract:
تهدف ﻫذﻩ اﻟورﻗﺔ اﻟﺒﺤﺜﯿﺔ ﻟﻠﻛﺸف ﻋن دور اﻟﺘﻘوﯿم اﻟﺒدﯿل ﻓﻲ ﺘﺤﺴﯿن اﻟداﻓﻌﯿﺔ ﻟﻠﺘﻌﻠم ﻟدى اﻟطﺎﻟب اﻟﺠﺎﻤﻌﻲ _ دراﺴﺔ ﻤﯿداﻨﯿﺔ ﻋﻠﻰ طﻠﺒﺔ اﻟﺴﻨﺔ أوﻟﻰ ﻋﻠوم اﺠﺘﻤﺎﻋﯿﺔ ﺒﺠﺎﻤﻌﺔ ﻤﻌﺴﻛر_؛ ﺤﯿث ﺘﻛوﻨت ﻋﯿﻨﺔ اﻟدراﺴﺔ ﻤن (120) طﺎﻟﺒﺎ وطﺎﻟﺒﺔ ﻤن طﻠﺒﺔ اﻟﺴﻨﺔ أوﻟﻰ ﻋﻠوم اﺠﺘﻤﺎﻋﯿﺔ ﻟﻠﺴﻨﺔ اﻟﺠﺎﻤﻌﯿﺔ (2018/2017)، وﻟﻘد اﺴﺘﺨدﻤت اﻟﺒﺎﺤﺜﺔ اﻷداة اﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ ﻤﻘﯿﺎس اﻟداﻓﻌﯿﺔ ﻟﻠﺘﻌﻠم ﻷﺤﻤد دوﻗﺔ وآﺨرون، وﺘو ﺼﻠت اﻟدراﺴﺔ إﻟﻰ اﻟﻨﺘﺎﺌﺞ اﻟﺘﺎﻟﯿﺔ:
1_ ﻟﻠﺘﻘوﯿم اﻟﺒدﯿل دور ﻓﻲ ﺘﺤﺴﯿن اﻟداﻓﻌﯿﺔ ﻟﻠﺘﻌﻠم ﻟدى اﻟطﺎﻟب اﻟﺠﺎﻤﻌﻲ. 2_ ﯿوﺠد ﻓرق دال اﺤﺼﺎﺌﯿﺎ ﺒﯿن اﻟطﻠﺒﺔ اﻟﺠﺎﻤﻌﯿﯿن اﻟﻤﺘﻤدرﺴﯿن ﻓﻲ اﻟﺴﻨﺔ أوﻟﻰ ﺠﺎﻤﻌﻲ ﻓﻲ اﻟداﻓﻌﯿﺔ ﻟﻠﺘﻌﻠم ﯿﻌزى ﻟﻤﺘﻐﯿر اﻟﺘﻘوﯿم (اﻟﺘﻘوﯿم اﻟﺒدﯿل واﻟﺘﻘوﯿم اﻟﺘﻘﻠﯿدي) و ﻟﺼﺎﻟﺢ اﻟﺘﻘوﯿم اﻟﺒدﯿل. 3_ ﯿوﺠد ﻓرق دال اﺤﺼﺎﺌﯿﺎ ﺒﯿن اﻟطﻠﺒﺔ اﻟﺠﺎﻤﻌﯿﯿن اﻟﻤﺘﻤدرﺴﯿن ﻓﻲ اﻟﺴﻨﺔ أوﻟﻰ ﺠﺎﻤﻌﻲ ﻓﻲ اﻟﺘﺤﺼﯿل اﻟﻌﻠﻤﻲ ﯿﻌزى ﻟﻤﺘﻐﯿر اﻟﺘﻘوﯿم (اﻟﺘﻘوﯿم اﻟﺒدﯿل واﻟﺘﻘوﯿم اﻟﺘﻘﻠﯿدي)، وﻟﺼﺎﻟﺢ اﻟﺘﻘوﯿم اﻟﺒدﯿل.
This paper aims to uncover the rôle of Alternative Assessment in improving motivation for learning in University student _ a field study on the first-year students at the University of Mascara_ where the sample of the study consisted of (120) students of first year students of Social Sciences University (year 2017/ 2018), the researcher has used the tool of learning motivation scale Ahmed Dugga and others, the study found the following results:
1_ to the Alternative Assessment role in improving motivation for learning in University student.
2_ statistically difference between undergraduate students enrolled in the first year of learning motivation in College due to the variable calendar (Alternative Assessment and Alternative traditional).
3_ There Is a statistically significant difference between undergraduate students enrolled in first year university education due to the variable calendar (Alternative Assessment and Alternative traditional).