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| The assignment of values to some observation |
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| An instrument or tool used to make the particular measurement |
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| A statement of quality, goodness, merit, value, etc. about what has been assessed. (judgment) |
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| Obtaining and reporting data have little meaning unless you ____ the data to something. |
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| An evaluative statement about the performance introduces the element of ____ or ____. |
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| You can make evaluative decisions from either _____ (normative) or _____ standards. |
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| norm referenced; criterion referenced |
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| An evaluative decision based on how well a performance compares with that of others |
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| An evaluative decision based on a standard or criterion. |
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| Evaluations occur in two perspectives, ____ and _____ |
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| initial or intermediate evaluations, such as the administration of a pretest and the subsequent evaluation of its results. |
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| final evaluations that typically come at the end of an instructional or training unit |
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| What are the six general purposes of measurement and evaluation? |
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| placement, diagnosis, prediction, motivation, achivement, and program evaluation |
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| An initial test and evaluation that allows a professional to group students into instruction or training groups according to their abilities. (to assign membership to the most appropriate level of performance - also called selection or classification) |
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| Evaluation of test results is often used to determine weaknesses or deficiencies in subjects. (to identify the remediate weaknesses in performance) |
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| The measurement and evaluation process is necessary for motivating your students and program participants. (to encourage people to improve on performance) |
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| Predicting future events or results from present or past data. (to statistically determine expected outcomes) |
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| The measurement and evaluation process is necessary for motivating your students and program participants. (to encourage people to improve on performance) |
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| The goal of program evaluation is to demonstrate (with sound evidence) the successful achievement of program objectives to your superiors. (to judge the strengths and/or weaknesses within a program) |
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| For students of human performance, the distinctive objectives are those in the __________ |
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| A hierarchical list of Bloom's levels of cognitive domain include: |
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| knowledge, comprehension, application, analysis, synthesis, and evaluation |
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Definition
| Study Table 1.2 (page 10) |
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| Objectives in this domain deal with knowledge-based information |
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| Objectives in this domain concern psychological and emotional attributes |
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| The taxonomy of the affective domain include: |
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Definition
| Receiving, responding, valuaing, organization, and characterization by a value complex |
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| This domain includes reflexive movements, basic locomotor movements, perceptual motor abilities, physical abilities, skilled movements, and nondiscursive movements. |
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| Whats the difference between an ability and a skill? |
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| Ability is something that is more or less inate, a skill is learned. |
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| The awareness you have of your body in space. No concrete way to measure this. |
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| bodily movement that is produced by the contraction of skeletal muscleand that substantially increases energy expenditure |
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| these provide you with mathematical summaries of performance and performance characteristics (the best score or the variability) |
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| One method of classifying numbers if using scales of measurement, such as ______ |
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Definition
| Nominal, ordinal, and continuous |
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| Naming or classifying. This is categorical in nature, without order or magnitude. |
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| A ranking, such as finishing place in a race. |
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| A unit of measurement that does not have an absolute zero |
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| Same as interval, except having an absolute (true) zero, such as weight or distance |
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| Only ___ and ____ numbers can be subjected to mathematical operation |
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| Mathematicians have developed a shorthand system called ____ |
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| A positively skewed distribution has a "tail" toward the _____ end of the number line. |
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| This describes the peakedness of a curve. |
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| In relation to peakedness, curves can be either |
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Definition
| mesokurtic, platykurtic, leptokurtic |
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| A good way to determine the shape of the distribution you are working with is to develop a ____ |
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| The range is the high score minus the lower score |
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| Variance (s^2) is a measure of the spread of a set of scores based on the squared deviation of each score from the mean |
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| What is the formula used to illustrate variance? |
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Definition
| Not everyone scored the same |
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Definition
| Not everyone has the same "true" knowledge about the content of the test |
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| There is some "error" in the test, but not everyone has the same amount of error reflected in their scores. |
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Definition
| the square root of the variance |
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| 1 SD away from mean value gives you ___ |
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Definition
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| 2 SD away from mean value gives you ___ |
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Definition
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| 3 SD away from mean value gives you ___ |
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Definition
| 99.7% of the observations |
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Definition
| A set of observations that have been standardized around a given M and standard deviation. |
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| The most commonly used standard score is the ___ ; and its equation is ____ |
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Definition
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| The T-score is calculated using the following equation ____ |
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Definition
| T = 50 + 10z or 50 + 10(X-M) / s |
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| The three areas that relate to sports analytics are ___ (three types of statistics) |
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Definition
| descriptive; correlational; inferential |
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| Measurement deals with ___ and ____ |
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Definition
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| Research can be ___ or ____ |
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| quantitative; qualitative |
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| Whatever your measuring, your measuring it well |
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| What your supposed to be measuring, your measuirng well. |
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| accuracy, consistency, stability, truthfullness, relevance |
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| The more objective a test, the more reliable it will be (not necessarily valid) |
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| Another term for validity |
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| Another word for validity is ____ |
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| Data can be measured ___ or ___ |
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Definition
| Measuring with interval values (discretely) |
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| Don't reduce the measurement property of intervals |
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Definition
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| When you can, try to measure properties ____ instead of ____ |
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| continuously; categorically |
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Definition
| an observed score / the raw score |
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| the total number of observations |
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| the number of observations within a group |
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| This means the 25 is the point on the number line below which 10% of the scores fall |
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| the percentage of scores at or below a given score |
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| means that 10% of the scores are at or below 25 |
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Definition
| Where do the scores tend to center? |
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| If the gap between the two middle numbers is greater than one… |
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Definition
| than the median is undefined |
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| Continuous uses what form of central tendency? |
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Definition
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| Ordinal uses what form of central tendency |
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Definition
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| Nominal data uses what form of central tendency |
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Definition
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| Central tendency is called ___ |
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Definition
| the first moment of distribution |
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| The second measure of central tendency is ___ |
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Definition
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Definition
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| Range is the most inclusive measure of variability with ___ |
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Definition
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| Ordinal measruements have what form of variability |
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Definition
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| What is the 2nd moment for continuous measurements |
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Definition
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| Know what symmetry, skewness, amplitude, kurtosis |
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Definition
| symmetry (skewness) is the third moment, and amplitude (kurtosis) is the fourth |
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| What are the four moments |
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Definition
| Central tendency, variability, shape (skewness), and amplitude |
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| Standard scores are trying to understand___ |
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Definition
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Term
| Semi-interquartile range (Q) equals |
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Definition
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Term
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Definition
| Statements that specify observable measures to evaluate a desired performance. Not on exam – not covered in lecture! |
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