Setting up an item bank in methods and techniques of teaching physical education for students of Faculty of Physical Education,

:-The aim of the study was to set up an item bank in the subject of teaching methods for students of the Faculty of Physical Education, Sadat City University. The researcher chose (457) students of the second year of the bachelor’s stage for the academic year 2017/2018 at the Faculty of Physical Education, Sadat City University. They were divided into (304) males and (153) females. The number of members of the basic research sample was (417) and the number of the exploratory sample was (40). Method: the researcher used the descriptive method due to its relevance to the nature of this research. Results: An item bank has been extracted for the teaching methods subject., the application of the item bank in the subject of teaching methods, putting the item bank in the subject of teaching methods in light of the specification table, the bank includes objective and essay questions, as well as knowledge levels, with the percentages mentioned in the specification table.


Introduction to the research:
The issue of evaluation occupies a large area in the map of educational reform globally, and this change is described as a shift from Assessment Culture to Testing Culture.
Education in general and university education in particular during the past two decades have witnessed a radical reform movement represented in the introduction of new concepts such as the concept of multiple evaluation or alternative evaluation to help the graduate that face the challenges imposed by the twenty-first century. This reform called for a review of the traditional evaluation process.

Rashid
Al-Dosari (2004) mentions that evaluation and system and methods has become of great importance to the advanced evaluation processes and methods in directing and advancing the educational course, and in determining the extent to which the educational system achieves its desired goals (4:57).
Mussio, J.J. adds. Greer, R. N & (2000): Tests in general, and achievement tests in particular, play an important role in the educational process, and With the growing interest in learning assessment programs in the world, the demand for honest and consistent achievement tests designed for educational curricula, to be used by teachers, has increased (22:67). Some researchers define an item banking as "any set of question items, and some define it as a "relatively large set of test questions that can be obtained easily." A third group defines it as "a set of test items organized and indexed on the basis of their content and standard characteristics: difficulty, reliability, and honesty." In fact, the question bank can be defined based on the purpose of its uses (5: 67).
Anzaldua (2002) sees the necessity of introducing good items in this bank, and a good item is an item that is well built and its content is correct, and represents a certain level of difficulty, and cognitive complexities (13: 182).
The question bank is defined as: a safe place in which a variety of questions of different levels are placed to estimate a specific ability and it is easy to withdraw or add a group or a number of different standardized questions that have distinct and known psychometric properties, such as: the coefficient of ease and difficulty, and coefficient of discrimination, as well as the validity and stability of the items, which are classified according to the units of the course and according to the mental and cognitive levels that are required to be performed while answering them, in a way that is somewhat similar to the organization and indexing of books. This classification enables us to know each question, the objective it measures, and the domain to which each question belongs. The questions are stored in the memory of a computer according to a pre-prepared program, and they are calibrated using certain models and using special programs (2: 52). Second, the research problem: Through the researcher's work as a faculty member at the Faculty of Physical Education, University of Sadat City, he found shortcomings in the use of the paper-and-pencil method in the tests, which include the instability of the evaluation, the slow extraction of results, the absence of feedback and the slowness in making appropriate decisions, in addition to an increase in the percentage of errors resulting from the use of applicators or examiners. In addition to the failure to cope with technological development in teaching methods, assessment systems, methods and testing tools. Therefore, this research was designed to face the previous problems and contribute to building an item banking that is useful in storing a large number of questions that form for the user ready-made and various question banks represented in the following types of questions. This is what prompted the researcher to design a question bank in the subject of Teaching Methods. Third: The importance of the research: 1-Providing a battery (Item banking) to measure the level of achievement for students of the Faculty of Physical Education, Sadat City University in the subject of Teaching Methods so that it can be used in estimating the students on the battery as a whole, which would help in studying the achievement of students. 2-Building collection batteries for codified teaching methods and standardization allows the following: -Consistency of the tests in their material, style and objectives.
-Contribute to standardization . Fourth: Research Objective: The research aims to: Building an item banking in the subject of teaching methods for students of the Faculty of Physical Education, Sadat City University.

Fifth: the research hypotheses
The researcher formulated his hypothesis in the form of questions: 1-Is it possible to design a question bank in the subject of teaching methods? Sixth: Search terms:

1-Question Bank:
It is an integrated system that allows questions to be called from the Item Pool fully automated, according to general and special statistical specifications that ensure the formation of more than one test image with the same specifications in a particular study subject, and the questions are at a high degree of honesty, stability and ability to distinguish ( 20: 80). Search procedures: First: Research Methodology: The researcher used the descriptive method due to its relevance to the nature of this research.

Second: Society and research sample:-
The research community represents the students of the second year of the bachelor's stage for the academic year 2017/2018 at the Faculty of Physical Education, Sadat City University, whose number is (457), divided into (304) males and (153) females, and the number of members of the basic research sample was (417). The number of the exploratory sample was (40), and the following table shows the distribution of the sample members under consideration for the basic and exploratory study. The moderation of the sample distribution  (1), specialists with experience, two with a master's degree in assessment and evaluation, while the third with a master's degree in teaching methods, where they were asked to express their opinion In the paragraphs and suggesting any appropriate amendments, in order to ensure the apparent validity of the test, and the arbitrators expressed their opinions that were taken into consideration.  It is clear from Table (4) that the coefficients of difficulty ranged between (0.38 and 0.68) with an average of (0.58), and in general, most of the items are characterized by a moderate degree of difficulty, while the coefficients of discrimination ranged between (0.16 and 0.51), with an average of (0.37) All were positive and fall within the acceptable range.

Scale stability:
To achieve the stability of the scale, the researcher used the (cronbach alpha) coefficient, and the result of calculating the stability coefficients was as follows: The results of the table indicate that the reliability coefficient of the item bank ranged between (.564 -799.), which indicates that the items has a high degree of stability. Sixth: The steps and stages of establishing an item bank: 1-Examination and analysis of the course description to determine the indicators achieved in the content of the measurement and evaluation book for the second year in the Faculty of Physical Education, through which the items will be developed. 2-The researcher reviewed the studies and theories that dealt with the concept of item banks and how to build them. 3-Determine the dimensions and components of the scale: A list of dimensions was reached for the collection battery, the measurement and evaluation material, and the main dimensions were analyzed into its components. In light of this, the following components were identified: -School physical education. The arbitrators were also asked to write any notes they deem appropriate, whether by modifying or deleting inappropriate items, or any appropriate suggestions for improving items.
The arbitration results recommended the following: -Simplifying the formulation of some item to be more suitable for the target sample. -Suggesting the use of some words so that the question has only one specific correct answer. -The arbitrators agreed on the quality of the items in general and its suitability for measuring the goal that was set to measure it. After making the modifications suggested by the arbitrators, the items that the opinion settled on are the ones that make up the initial form of the achievement scale for the teaching methods, the subject that the current research seeks to gradually. And their number was (281) in relation to the achievement scale for the subject of quantitative teaching methods.
-The amendments were made in light of the observations and suggestions of the arbitrators. The test items were reached before the arbitration in its early stages and after the arbitration and the proposed amendments were made, as well as the items that were applied exploratory and the numbers of the items that were not applied .The first picture of the number of items before the arbitration , attachment (2). Items were formulated in its final form for application to the survey sample of (281) items of the type (multiple choice, true and false), and after the application and deletion of inappropriate items, the number reached (246) (Table 3). After preparing the test images, they were applied to the research sample for the purpose of rationing the battery items in preparation for its entry into the battery item bank. Distribution of the achievement scale vocabulary for the subject of teaching methods for research on several test images whereas the aim of the current research aims to withdraw several equivalent test images for use in evaluating students; A fairly large number of items have been built to allow for different test images to be drawn. Printing the exams in its initial form for arbitration: After preparing the initial form of the measurements, it was presented to a group of arbitrators who are specialists in the field of measurement and evaluation. Eighth: The second exploratory study: The second exploratory study was conducted from 20/2/2018 to 30/2/2018 on a sample of the pilot study, which numbered (40) students, and the aim of this study was: Experimenting with the test items by applying it to the exploratory sample, which numbered (40) male and female students of the second year in the academic year (2017/2018) at the Faculty of Physical Education in Sadat.

The items was tested exploratory in order to find out: -
Clarity of instructions. The tests are free of grammatical and typing errors.
-Problems related to the application so that they can be corrected before applying to the basic grading sample. - Calculating the time required to answer each test picture; The time required to answer each test image was calculated, as the application of the test image took approximately (120) minutes; and this time was enough for everyone exposed to a test image to try to answer all its items. Ninth: Ranking the Academic Achievement Scale for Teaching Methods: 1-Preparing data for analysis After completing the previous steps and making the appropriate modifications, follow these steps: -Applying the five test images to the grading sample, taking into account the presence of common item between these images for the necessity of statistical analysis. -Data encoding: a symbol was specified for each item of the test images, taking into account that the common items were given the same symbols.
-Preparing the input files for each test image and entering data related to the performance of the (basic) grading sample members on the different items on the computer using the computer program Statistical Packages of Social Science (SPSS).
-Correcting vocabulary using the SPSS computer program, then linking the files into a one single file.
-Graphical Item Analysis (GIA) Graphical Item Analysis provides an initial insight that helps identify good and unsuitable items for measurement bases. This is based on the fact that the percentage of students who choose the correct answer is supposed to increase with the increase in the total score, and the percentage of students who choose the incorrect alternatives is supposed to decrease with the increase in the total score. In light of this, the higher rate of students who choose the correct answer with the increase in the total score, the red line in the graph represents the correct answer, and the other colored lines represent the incorrect alternatives, the better the discriminatory power of the item, and the higher the quality of the item. On the other hand, items of lower quality will show a decrease in the proportion of students choosing the correct alternative with an increase in the total score or a higher percentage of students choosing distractions (incorrect alternatives) with a higher overall score. (Batenburg & Loros,

2000)
The following figure (2) shows a general model for a good item and a lower quality item (unsuitable).

A general form of a good item and a less quality item (unsuitable) (2) Analysis of readiness scale data using WINSTEPS program
The data were analyzed according to a Rasch model using the computer program WINSTEPS in order to identify and exclude data that are inappropriate for the objective measurement bases and the grading of different vocabulary. This is done through the following steps: (a) Delete the perfect and zero statements. (b) Elimination of results from individuals who do not fit the criteria for measurement. (c) Elimination of inaccurate items (inappropriate to the bases of objective measurement) in its gradation on the subject of the measurement.

The procedures for analyzing and grading the metrics included:
Building and grading the research tools and determining the corresponding estimates for each raw score on each: The researcher applied the bank in the final form to the basic sample in the period from the main research sample to answer it from 1/3/2018 until 5/3/2018 .

Tenth: The statistical method used
The researcher used the statistical program (SPSS) to treat the data statistically, and he used the statistical methods that achieve the objectives and questions of the research, as he used the following treatments: • mean -median -standard deviation -skewness -correlation coefficient -coefficient of difficulty -coefficient of distinction -alpha.
• The researcher used the statistical program (WINSTEPS) to analyze the data based on the theoretical basis of the Rasch model using a program -estimating items difficulties -the researcher used the equation (manf) = 5 logit + 50. Presentation and discussion of the results:

1-The results of analyzing and grading the items of the test images that make up the collection bank for the subject of teaching methods
It included the presentation and discussion of the steps and results of the analysis reached to obtain: -Final grading of the vocabulary of each of the five pictures that make up the bank according to its difficulty, using the Rasch model as one of the response theory models for the vocabulary.
In order to answer the question, what is the grading of the vocabulary difficulties of each test image of the measurement and evaluation subject scale?
Each test image was re-analyzed with the total bank for the achievement scale for the teaching methods subject, considering the items of each picture as common items with the bank as a whole, after deleting the individuals and items inappropriate for the basis of objective measurement. The following is a presentation of the results of answering the research questions.

Results of answering the first question:
The second research question states: 1. What is the design of a question bank in the subject of Teaching Methods? Below are the results of this analysis in detail: -Delete complete and zero data The WINSTEPS program automatically excludes the data for each individual who obtained a perfect (final) or zero score on the items that he performed, and also excludes the data for each item that the sample members agreed to answer, whether true or false, as it is considered outside the scope of the measurement.
The initial analysis of the data in the current study did not result in the exclusion of any individual, or any item according to this criterion.

Deleting the answer of individuals who do not fit the criteria for measurement
After performing the initial analysis of the data using WINSTEPS software, individuals who exceeded the statistical fit criteria (±2) provided by WINSTEPS were identified and deleted; Exceeding the threshold (+2) means that the individual's response pattern is different from what is expected of him. This may be due to haste, neglect or resorting to guesswork. Exceeding the threshold (-2) means that the individual's response pattern is unrealistically consistent. This may be due to slowness, extreme caution, or resorting to fraud. The number of individuals who were omitted in light of these criteria reached 31 students.

-Deletion of inaccurate items (inappropriate to the foundations of objective measurement) in its gradation on the continuum of the achievement variable for the subject of teaching methods
The data was re-analyzed after deleting the scores of individuals who did not fit the foundations of the objective measurement, in order to identify and delete the items that exceeded the statistical relevance criteria (+2.5) provided by the WINSTEPS program. Exceeding the threshold (+2.5) of the appropriateness scale means a defect in the wording of the word, or that it defines another variable that is different from the variable defined in the rest of the items.
The following table (11) includes a summary of the results of analyzing the achievement scale data for the teaching methods subject according to the steps that were followed in grading the test vocabulary. The third analysis after deleting the vocabulary 179 3;9 1.111 -1.7; 1.<: 1.;9 It is worth mentioning here that:  Increasing the value of the stability of estimates for both individuals and items after deleting individuals and items that are not suitable for the objective measurement bases, which indicates the accuracy of the grading.  There are a number of items that were deleted for not being suitable for the objective measurement bases, which exceeded the criteria of statistical appropriateness provided by the WINSTEPS program. The results of the graphic analysis of the items showed that they have problems, some of which are defects in discrimination, and others represent problems with some alternatives. Scaling the items according to one common scale with one common zero according to its difficulty with the logit and the formation of the final grading of the items of the overall scale .
-Calculate the ability ratings corresponding to each potential college score on the overall scale. B -Converting the estimates of difficulty and ability from the (logite) to the (manf) unit using the following linear transformation equation: Manf = 5 logite + 50 . The following table (12) includes the final grading of the achievement scale items for the teaching methods subject, arranged according to its difficulty in the units Logit and Manf, in addition to the standard error estimated in the units Logit and Manf, after deleting individuals and items that are inappropriate for the foundations of objective measurement.  (281) of the total scale appropriate to the foundations of measurement and they cover the degree of difficulty appropriately, as it ranged between (-3.17) and (6.86). It is also noted that there are an appropriate number of items that cover different levels on a continuous range of difficulty.
The standard errors of the difficulty estimates ranged between (0.05) and (1.84) Logit, and these standard errors values are relatively small, which indicates the accuracy and reliability of the vocabulary difficulties estimates.
In general, it can be said that the small percentage of items that are inappropriate for the Rasch model also indicate the good fit of the data to the model, and this in turn proves that these items are homogeneous with each other, and are honest in their definition of the variable under measurement (the achievement of the teaching methods subject). It is the conversion of tests "used in" to computerized tests characterized by ease of group application, low material cost, short application period, and ease of interpretation from traditional tests, and that there are multiple levels of question banks ranging from banks that are managed manually, or using items cards with the use of the computer Only in analyzing the data and verifying the validity of the vocabulary content, or that the computerized item bank is based on the evaluation of its items on the response models for the item, as in the third level.This higher level of question banks is the most important in improving the systems and methods of measurement, assessment and examinations; It was not distinguished by the characteristics represented in: economy, flexibility, consistency, and confidentiality" (14).
Thus, the second question has been answered, which states: Is it possible to design a question bank in the subject of Teaching Methods according to the modern theory? Conclusions and Recommendations Conclusions 1-An item bank has been extracted for the teaching methods subject. 2-The application of the item bank in the subject of teaching methods. 3-Putting the item bank in the subject of teaching methods in light of the specification table. 4-The bank includes objective and essay questions, as well as knowledge