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The study aimed to constructing Criterion Referenced Test )CRT( in analytical statistics for students of higher studies in faculties of educational sciences at Jordanian government universities using Item Response Theory. The sample of the study consisted of )319( students of master degree in the faculties of educational sciences at Jordanian government universitiesThe sample of the study and test items were verified by using Rasch model, the assumptions of Item Response Theory were also verified. Bigsteps was used in calculating items difficulty coefficient. The test in its final form consisted of )36( item، the results showed that the validity and reliability significantce of the test were acceptable.

Background The holistic methodology in education has been widely appreciated and implicated in dental schools in the last decade. Our department of conservative dentistry decided to reform the educational model of teaching from a traditional requirement-based model to a hybrid model incorporating comprehensive care treatment. The aim of our study was to assess students’ confidence and perspectives regarding the benefits of a comprehensive model of teaching. Methods A questionnaire was distributed at the end of the scholastic year 2018-2019 and designed to investigate students’ opinions on the benefits of the new model of teaching as well as difficulties encountered and possible shortcomings. In addition, self-perceived confidence level was assessed for purpose of comparison between their confidence in supervised tasks versus confidence during comprehensive case treatment. Results Completed responses were gathered from 127 students out of 202 giving a response rate of 63%. The majority of students believed that comprehensive cases allowed them to better address patients’ needs, gives higher satisfaction, positively influences self-confidence, permits greater exposure to clinical skills/techniques and enhances reasoning and analytical skills. However, their confidence was still lower in comprehensive case management when compared to supervised tasks. Conclusions Our students showed an appreciation of the comprehensive care model. Self-learning and didactic skills were enhanced. It would therefore be beneficial to adapt this methodology to earlier years and other disciplines, to enhance the effectiveness of education and achievement of learning outcomes.

The study aimed at developing a religiosity scale among university students based on rating scale model in item response theory. The sample of the study consisted of )2454( male and female students at Jordanian universities. The sample of the study and items were verified by using Rating Scale Model, Unidimensionality, Local Independence, Item characteristics curve and speediness of the assumptions of Item Response Theory of the scale were verified. Validity and reliability of the scale were acceptable. The validity value of the correlation value between the performance on the scale and the performance on the resistance to temptation which was prepared by )Al-Tarawneh, 2010) was (0.87) which was significant at (α=0.01(. Reliability of person also was )0.843( which means that the sample of the study was able to distinguish between the items of the scale. Reliability concerning the test items also was )0.834( which means that the items of the scale were able to distinguish between the respondents. The study recommended using the developed scale in the institutional and educational institutions.