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Purpose is to gain information
ex. blood or eye test |
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Person or group that makes informed decisions on test results.
ex UCO in ACT results |
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| Collection of related tests to measure one attribute |
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Form of Test
Rating Scales |
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| Shows degree of attribute being graded |
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| Rating scale to aid observation |
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| Obtains information on an affective attribute |
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-Quantitative: Amount (#'s)
-Qualitative: descriptive terms |
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| Uses both quantitative & qualitative |
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-norm-referenced
-criterion reference
-self-referenced |
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Compared to others
ex. ACT scores at college |
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Specific set criteria. You have to get this score to be admitted.
ex. 90%=A in class |
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Compared against yourself
Pre test then post test |
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| Steps leading up to product |
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(Pure research) Required highly specialized examiners & equipment
ex. blood test |
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(applied research) Less expensive & less equipment required
ex. Paper test and 12 min run/walk |
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| Lots of planning & research |
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| Assessment taken during instruction to provide feedback |
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| Assessment at end of instruction |
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--Selection: Sports tryouts
-Classification: Group individuals to enhance learning
-Motivation:
-Learning: feedback (tests are learning tools |
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-Diagnostic assessment: identify weakness
-Prognostic assessment: predict the potential for development
-Proficiency assessments- determine placement or exemption |
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| Measurements to identify the ideal man |
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| (Harvard) Defined anthropology measures & used them to prescribe programs of exercise |
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| Designed the first scientifically based strength test |
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| Experimented with a dynamometer |
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| Test based on changes in heart rate or blood pressure as subjects stood from a supine position |
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-Pulse-ratio test
-Involved block stepping |
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-Treadmill test
-First maximal effort GXT |
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-Acquired level of learning in skills common to athletic performance
-Athletic Badge Test
-Began to replace strength test because they were better indicators of performance
-Character assessment inventories for PE came about in the 1920's
-In most cases athletes scored lower than nonathletes |
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-Developed as early as 1913
-Continue to be popular means of assessing physical ability
-AAHPERD/ Graduate programs |
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| Cognitive Knowledge Tests |
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| Scientifically constructed & standardized tests are rare in Physical Education |
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-WW11 created a physical fitness testing boom
-After WW11 President Eisenhower advocate improved physical fitness for school children
-Results of Kraus-Weber test
-1988 AAHPERD switched to criterion-referenced tests
-1993 AAHERD endorsed the Cooper Institutes Fitnessgram |
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-Consistent with curriculum emphasis logical extensions of work done in class
-Provide information for teachers to make further instructional choices
-Provide feedback |
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| Academic specialization in testing & measurement |
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| 4 qualities of psychometric |
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-Validity: truthfulness
-Reliability: consistency
-Objectivity
-Freedom from Assessment bias |
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| Accurately assesses what it claims to assess |
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| 3 categories to consider when measuring validity |
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-Content validity
-Criterion validity
-Construct validity |
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-The degree to which the content of the test represents an identified domain. Determined by a panel of experts
-Should represent objectives of the unit |
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| What is the one-way relationship between the validity and reliability of a testing instrument? |
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| Results of a test may be reliable for not valid. An instrument might give consistent results but not measure what it claims to measure. If a test cannot provide stable and repeatable results, it is not possible for it to be valid. |
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-Scores are related to one or more outcomes criteria
-2 types of criterion validity (predictive & concurrent) |
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-Degree to which results are comparable to other acceptable standards
-A reliability coefficient of .70 is usually considered acceptable
-Scores are related to one or more criterion |
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-Degree with which results measure an attribute that cannot be directly measured
-ex. People who are considered good at sports would be expected to score higher on a skills test measuring skills of that sport then a person who isn't |
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| What is the single most important psychometric quality of an assessment instrument |
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| The consistency which as assessment instrument measures what is intended to be measured |
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-A scale from .00 to 1.00 with 1.00 being the high point
-Measures of reliability of norm-referenced test include test-retest, alternate form & internal consistancy |
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-Compares test averages with retest averages
-Preferred measure to determine reliability of the test |
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| Alternate Form or Parallel forms Reliability |
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-Two test believed to measure the same trait or skill are administered to two groups in a difference order
-Scores are considered to determine consistency |
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| Internal Consistency Reliability |
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-Consistency of examinee performance across parts of a test or from trial to trail within a test
-A single administration of a test |
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-Consistency of the scoring instrument
-No grey area (right or wrong) ex. multiple choice questions
-Subjectivity has a grey area ex. essay questions |
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| Freedom from Assessment Bias |
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