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465 Cards in this Set
- Front
- Back
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•Introduction and Background for Measurement and Evaluation
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•Introduction of Measurement and Evaluation
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Began
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•Increased interest in fitness began in the late 1970s due to Dr. Kenneth Cooper
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–Fitness craze may be linked to publication of Aerobics in 1968
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no longer
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•Kinesiology no longer for just teachers and coaches
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need
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•All kinesiology professionals need an understanding of testing
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•Timeline of Measurement in Physical Education and Sport
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dr. edward
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•1861: Dr. Edward Hitchcock developed standards for age, height, strength of the upper arm, girths of the chest, arms, and forearms
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dr. edward
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–Considered father of measurement in kinesiology
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dr. edward
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–Field of study known as anthropometry
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•Timeline of Measurement in Physical Education and Sport
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dr. dudley
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•1878: Dr. Dudley Sargent and William Brigham developed strength tests
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dr. dudley and william brigham
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–Developed 40+ different anthropometric measurements for exercise prescription
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who developed modified?
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•1931: W.W. Tuttle developed modified block-stepping test for endurance and general training
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•1952: Balke Treadmill test
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•Timeline of Measurement in Physical Education and Sport
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minimum strength
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•1954: Kraus-Weber Test for Minimum Strength
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school age
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•1958: AAHPERD published first fitness test for school-age American kids
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AAHperd
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–Initial test given to kids was the Physical Best test
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FitnessGram
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–California currently uses FitnessGram test
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•Given to all 5th, 7th, and 9th grade students
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DR. Kenneth
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•1968: Dr. Kenneth Cooper developed 12-minute walk-run test
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•Current Happenings in Measurement in Physical Education and Sport
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Current Hapenning
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•Physical activity is a complex, multifaceted behavior
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7 componentsCurrent Hapenning
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–7 components: physical, social, occupational, environmental, intellectual, spiritual, emotional
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Growing Tend
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•Growing trend to use physical performance for employment decisions
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Legal
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•Legal concerns when testing
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Legal
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–Title IX impact
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Current Hapenning
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•Current Happenings in Measurement in Physical Education and Sport
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Current Hapenning
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•Challenges of working with older adults
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Current Hapenning
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•Healthy People 2010: National Health Promotion and Disease Prevention
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Current Hapenning
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•Competency testing
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Current Hapenning
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•Authentic assessment
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Current Hapenning
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•ACSM recommendation for physical activity
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ACSM
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–30 minutes or more on most days of the week
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•Measurement
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definition of measurment
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•Definition: systematic assignment of numerical vlaues or verbal descriptors to the characteristics of objects or individuals
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•Measurement (cont.)
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•Measurement vs. Test
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measuremetn vs test
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–A test must be administered to obtain a measurement
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•Measurement vs. Evaluation
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measurment vs evaluation
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–An evaluation compares the measurements
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•Measurement (cont.)
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Objective and subjective
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•Types of measurements
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types of measuremtnsw
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–Objective: a measurement that cannot be interpreted any differently
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examples of types of measurements
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•Example: a person ran the mile in 6:00
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subjective def
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–Subjective: a measurement that can be interpreted differently
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subjective example
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•Example: a person is a fast runner
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•Measurement (cont.)
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•4 Steps in the Measurement Process
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4 steps in Measurments
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–Define the characteristics you want to measure
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4 steps in Measurments
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–Select the appropriate test
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4 steps in Measurments
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–Administer the test
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4 steps in Measurments
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–Analyae the data
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•Evaluation
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Define evaluation
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•Definition: obtaining information and using it to form judgements
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Evaluation steps
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•Steps involved
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–Define objective of the test
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–Measure the performance
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–Find comparison values for the test
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–Compare performance to standard
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–Evaluate the comparison
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•Tests
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define test
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•Definition: measures individual differences on a specific trait
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purpose of test
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•Use of tests
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–Motivation
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–Achievement
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–Improvement
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–Diagnosis
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–Prescription
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–Grading
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–Classification
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–Prediction
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ØTest Administration
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ØSteps for finding the best test
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Steps to search
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lRead and search the literature
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steps to ask
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lSeek advice from other professionals
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step of possible
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lUse the best tests possible
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step
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lPilot test
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step to do
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lAdminister the test
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step to data
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lScore the test
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ØRisk Management
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define risk management
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ØDefinition: systematic analysis of the services offered for personal injury and financial loss
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ØSteps to decrease risk
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steps to decrease risk
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lTest the equipment
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steps to decrease risk
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lMake sure testing environment is safe
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steps to decrease risk
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lParticipant readiness
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steps to decrease risk
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lAdminister readiness
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steps to decrease risk
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lSafety equipment
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ØTest Administrators
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ØTest considerations before administering a test
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test considerations
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lCollect data in professional manner
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test considerations
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lShow an interest in all participants
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test considerations
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lPlan ahead and be organized
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test considerations
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ØAdministering tests
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test to administer
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ØTest considerations during administering a test
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test to administer
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lGive clear directions for the test
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test to administer
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lBe cautious of encouragement
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test to administer
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•Some tests may be altered by encouragement
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test to administer
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lSafety concerns
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ØConsiderations for maximal effort tests
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Maximal effort considerations
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ØInstruct subject that the test can be stopped at any time if they feel pain or ill
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Maximal effort considerations
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ØHow does the test administrator know that the participant is giving their max effort
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exmple of maxim test administration
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lSchool settings vs. non-school settings
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ØScoring tests
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multiple trial
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ØAdministering multiple trial tests
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lSuccessive trials vs. waiting between trials
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scoring
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ØScoring multiple trials
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methods of scoring
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lUse best trial
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methods of scoring
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lUse mean value of the scores
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methods of scoring
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lEliminate high and low scores and use middle scores
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ØTiming of tests
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ØWho should time?
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who should time?
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lNon-participating subject
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who should time?
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lAutomatic timing system
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who should time?
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lTester
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who should time?
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lTrained subject
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ØSelection of timing depends on the situation, purpose of the test, and age of the participants
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ØTiming of tests
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ØWhen does the timer start the watch?
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How to begin with a watch?
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lOn a verbal command such as “go,” on a whistle, or on a hand signal
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How to begin with a watch?
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lOn the subject’s first movement
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How to begin with a watch?
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lOn the initial movement of the implement
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Timing of test?
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ØChoice of when to start the timing depends on the most appropriate method and should remain consistent for all subjects
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ØTiming of tests
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ØWhere should the timer stand?
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where should it be located?
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lClose to and perpendicular to the finish line
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where should it be located?
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lWhen calling out time to runners as they pass, face the runner.
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examples of location time?
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•Start yelling off times several seconds before the cross in front of you
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ØScoring tests
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ØScore all participants the same
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How to score?
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lMust be fair and consistent in the manner used to score tests
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How to score?
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ØUse exact instructions for everyone involved in the test
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ØModifying Tests
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ØStandardized tests
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standarized test?
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lDO NOT MODIFY!!! Follow instructions exactly as they are written.
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ØTests for your own purposes can be modified
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tests of modifying?
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lSome tests do no give exact instructions, so the tester must determine appropriate instructions
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tests of modifying?
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lChanging a test effects reliability and validity
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ØModifying Tests (cont.)
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ØModifying a test due to time constraints
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Modifying examples?
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lTest over 2 or more days
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Modifying examples?
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lHave more stations set-up
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Modifying examples?
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lLook for a different test
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Modifying examples?
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lAs a last resort, modify the test
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ØSport Skills Tests
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ØProcedure for constructing skills tests
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Procedure for constructing skill tests?
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lDetermine the purpose of the skill test
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Procedure for constructing skill tests?
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lMake a list of essential skills or components necessary to perform the skill
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Procedure for constructing skill tests?
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lDetermine the tests that you want to use to measure each of the essential components
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Procedure for constructing skill tests?
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lCompare what you want to test with what you are actually testing
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Procedure for constructing skill tests?
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lEstablish reliability, validity, and objectivity of the tests
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Procedure for constructing skill tests?
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lAdminister the test and establish norms
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ØSport Skills Tests
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ØDetermining the validity of a sports skill test
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lConstruct validity
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Definition of validity of sports?
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•Definition: The skilled people should score high and the unskilled people should score low if the test id valid.
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ØTest Bias
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definiation of bias?
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ØDefinition: One group who takes the test score higher or lower on the test because of a common characteristic of the group
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assumption of bias
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ØIt is assumed that the test itself is valid, reliable, and objective
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types of bias?
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ØTypes of test bias: race, gender, socioeconomic status, disability, sexual orientation, culture
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ØTest Bias
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when is bias tested?
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ØTest bias becomes a concern when one group taking the test has an advantage.
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Most common b ias?
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ØMost common causes of test bias in kinesiology are gender and age.
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ØTest Bias
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ØMethods to accommodate test bias
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Methods of bias?
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lProvide different norms for different groups
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Methods of bias?
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lAdminister different tests to different groups
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Methods of bias?
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lUse different testing procedures or different equipment
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Methods of bias?
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lGive directions verbally and written
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ØAdministrative Concerns in Test Selection
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Tests selection concern
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ØRelevance
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Tests selection concern
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ØEducational value
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Tests selection concern
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ØEconomic value
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Tests selection concern
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ØTime
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Tests selection concern
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ØNorms
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Tests selection concern
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ØDiscrimination
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Tests selection concern
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ØBias
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Tests selection concern
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ØReliance on another person
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Tests selection concern
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ØSafety
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nTypes of Standards
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types of standard
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nNorm reference standard (NRT)
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types of standard
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nCriterion reference standard (CRT)
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¨Uses of CRT
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nEvaluation
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nTypes of evaluation
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types evaluation
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¨Formative
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example of formative
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nOccurs during the activity
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types of evalatuion
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¨Summative
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examples of summative
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nOccurs after the activity
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nNorms
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Norms provide
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nProvide basis for evaluation
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types of norms
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nTypes of norms
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types of norms
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¨Local
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norms types
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¨State
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norms types
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¨national
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nGoals & Objectives
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goals define?
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nGoals: an endpoint for the future
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objectives define
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nObjectives: brief, clear statements that describe desired outcomes
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relation of goals and objectives?
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nBoth are important when administering a test
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criteria of both?
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nCriteria for effective goals/obejectives
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nCharacteristics of a Test
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nFour components of a good test
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four components of good test
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¨Define the characteristics to be measured
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four components of good test
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¨Validity
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four components of good test
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¨Reliability
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four components of good test
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¨Objectivity
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nSelecting a test
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nConsiderations when administering a test
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consideration when administering a test
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¨Clear test directions and scoring
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consideration when administering a test
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¨Cost
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consideration when administering a test
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¨Time
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consideration when administering a test
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¨Ease of administration
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consideration when administering a test
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¨Ease of scoring
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consideration when administering a test
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¨Availability of norms
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nValidity
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validity
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nNo test, scale, or inventory is 100% valid or valid for all circumstances
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nNorm referenced test validity
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nContent validity
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content of validity
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¨Degree to which the sample of items, tasks, or questions on a test are representative of some defined area of content
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content of validity
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¨Relies on subjective decision making
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nNorm referenced test validity
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nCriterion-related evidence of validity
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definition of criterion-related evidence of validity
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¨Definition: comparing test scores with one or more external variables that are considered direct measures of the characteristic or behavior
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¨2 Types
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tyeps of criterion-related validity
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nConcurrent validity
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tyeps of criterion-related validity
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nPredictive validity
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nNorm referenced test validity
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nConstruct-related evidence of validity
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definition of construct-related evidence of validity
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¨Definition: degree to which a test measures an attribute or trait that cannot be directly measured
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¨Methods to establish construct validity
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methods construct validity
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nGroup Differences Method
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methods construct validity
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nValidate each individual test for a battery of tests
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methods construct validity
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nCorrelational evidence
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nCriterion referenced test validity
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nDomain-referenced method
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methods of domain-referenced method
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¨Requires careful description of criterion behavior
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methods of domain-referenced method
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¨Requires evidence that the test adequately represents the domain
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nCriterion referenced test validity
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nDecision Method
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decision of criterion referenced test validity
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¨Can only be used when the ability to correctly classify a person as master or non-master is present
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nTest Components
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nReliability
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reliability definition?
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nDefinition: consistency of an individual when repeatedly performing the same test
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reliability refers to?
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nReliability refers to the dependability of test scores.
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A test can be?
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nA test can be reliable without being valid, but a valid test has to be reliable.
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nFactors that Affect Reliability
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factors affecting reliability?
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nEquipment
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factors affecting reliability?
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nAdministrator
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factors affecting reliability?
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nSubjects
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factors affecting reliability?
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nTest environment
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nTwo Types of Reliability
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types of reliability?
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1.Reliability of Norm-Referenced Tests
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define one of type?
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uDefinition: The test was administered on 2 different occasions to the same people and the same differences between people’s scores were detected.
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give example of norm-referenced tests?
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uExamples
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nTwo Types of Reliability
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the other reliability type?
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2.Reliability of Criterion-Referenced Tests
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define criterion-referenced
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uDefinition: consistency of classification as master or nonmaster
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nTypes of Reliability Seen in Kinesiology
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types of relibity tests?
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1.Single test administration: consistency of a test across a single administration
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types of relibity tests?
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2.Test-Retest: test shows consistency when an individual is tested twice within a short period of time
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types of relibity tests?
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3.Individual test score: estimating the standard error of measurement
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nFactors Influencing the Reliability of a Test
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factors influencing reliablity?
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nType of test
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give example of type test influence?
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uReliability coefficients for different tests
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factors influencing reliablity?
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nRange of ability
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factors influencing reliablity?
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nLevel of ability
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factors influencing reliablity?
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nTest length
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factors influencing reliablity?
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nTest administration procedures
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nTwo types of Objectivity
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named a objective type?
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1.Tester reliability
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tester reliablity define
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uIntrajudge: consistency in scoring when the same person scores the same test the same way on two or more occasions
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tester reliablity define
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uInterjudge: consistency between 2 or more independent judgments on the same performance
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nTwo types of Objectivity
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named a objective type?
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2.Instrument reliability
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define instrument reliablity?
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uDefinition: reliability of the equipment used during the test
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what is not to consider of instrument?
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uDoes not consider the reliability of the person who is operating the equipment
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►Reading and Understanding Research
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►12 Step Guide to Understanding a Qualitative Research Report
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citation, purpose, rationale, participants, context, steps in sequence, data, analysis, results, conclusions, cautions, discussion
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►
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►1. Citation
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citation question>
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►What study report is this?
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citation requirement?
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►Record a complete reference citation in APA format.
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►2. Purpose and General Rationale
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purpose questions?
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►What was the purpose of the study?
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purpose questions?
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►How did the authors make a case for its general importance?
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►3. Fit and Specific Rationale
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questions of fit?
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►How does the topic of the study fit into the existing research literature?
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questions of fit?
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►How does this study add to the current knowledge?
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►4. Participants
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participant ?
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►Who was the author(s) and how was he or she related to the purpose, participants, and study site?
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particpant ?
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►Describe who was studied (give number and characteristics) and how they were selected.
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►5. Context
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context taken place?
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►Where did the study take place?
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important of context?
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►Describe important characteristics.
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►6. Steps in Sequence
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steps in sequence
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►Describe the main procedural steps in the study in the order they were performed.
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examples of steps in sequence
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§Include time required and any important relationships among the steps.
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►7. Data
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data ?
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►What constituted data?
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data ?
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►How was it collected?
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data ?
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►What was the role of the investigator in that process?
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►8. Analysis
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analysis?
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►What form of data analysis was used and what was it designed to reveal?
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►9. Results
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results ?
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►What did the author(s) identify as the primary results?
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§Findings from the data analysis
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►10. Conclusions
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conclusions ?
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►What did the author(s) conclude from the how the results answered the purpose?
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conclusions ?
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►How did the events and experiences of the entire study contribute to the conclusions?
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►11. Cautions
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cautions?
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►What cautions does the author(s) raise about the study or about interpreting the results?
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cautions?
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►Add any of your own reservations about the credibility of the methods?
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cautions exmple
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§Trustworthiness and believability
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►12. Discussion
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discussion?
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►What interesting facts or ideas did you learn from reading the report?
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discussion?
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§Include anything that was of value, including results, research designs and methods, references, instruments, history, etc.
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oStatistics
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oQuantitative Statistics
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QUANTITIVE DEPENDENT
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oDependent variable: variable that the researcher wants to analyze
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QUANTITIVE INDEPENDENT
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oIndependent variable: variable that the researcher manipulates
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oActivity
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oName the independent and dependent variables in the examples.
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1.The purpose of the study was to determine the weight gains of underweight adults who attended two different health classes.
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2.The purpose of the study was to determine if the number of hours a college student studied per month could be used to predict their GPA.
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3.The purpose of the study was to determine if the addition of a dietary supplement to an exercise program resulted in significant strength gains.
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oNormal Curve
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oStandard Scores
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DEFINITON OF STANDARD SCORES
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oDefinition: a score that is derived from a set of raw data
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TYPES OF SCORES
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oTypes
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TYPES OF SCORES
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nz-scores
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TYPES OF SCORES
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nT-scores
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TYPES OF SCORES
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nPercentiles
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TYPES OF SCORES
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nPercents
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TYPES OF SCORES
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nRanks
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oz-scores
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DEFINE Z SCORES
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oDefinition: standard score with a mean of 0 and a standard deviation of 1
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oEquation
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X DEFINE
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X DEFINE
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S DEFINE
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oT-scores
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t SCORES DEFINE
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oDefinition: standard score used in many physical education skill tests with a mean of 50 and a SD of 10
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oEquation
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oPercentiles
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oDefinition: percentage of individuals in a group who have achieved a certain quantity
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oPercents
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DEFINE PERCENTS
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oDefinition: converting a score by making a fraction or ratio of the individual score divided by the total and multiplied by 100
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oRanks
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DEFINE RANKS
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oDefinition: converting quantitative scores so that each person within the set knows how they stood in comparison to the group
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oDescriptive Statistics
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oMeasures of Central Tendency
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Mode:
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oMode: single number, within the data set, that appears most often
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median?
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oMedian: 50th percentile
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mean?
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oMean: arithmetic average
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oMeasures of Variability
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variablitly range
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oRange: high score minus the low score
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v. standard deviation
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oStandard deviation: a measure of the spread of the data set
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variablity variance
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oVariance: measure of statistical dispersion, indicating how its possible values are spread around the expected value
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oPlotting Raw Data
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plotting raw/scatter plot
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oScatter plot: shows a correlation and regression
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oPlotting Raw Data
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example of raw data/plotting
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oPie charts
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oPlotting Raw Data
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plotting raw data?
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oBar or column charts: show individual scores for a variety of variables
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oPlotting Raw Data
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ploting raw data
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oLine charts: to show improvements over time
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oPlotting Raw Data
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ploting histograms
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oHistograms: individual raw data are converted to grouped data and plotted on an x-axis
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oTerms used to describe distributions on a histogram
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oModality
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term modality
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nUnimodal
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term modality
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nBimodal
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term modality
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nMultimodal
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oSkewness
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nPositive
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nnegative
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oTerms used to describe distributions on a histogram
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oKurtosis
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terms used kurtosis
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nLeptokurtic
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terms used kurtosis
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nMesokurtic
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terms used kurtosis
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nplatykurtic
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oInterpreting numerical values associated with skewness
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oSkewness
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most common values
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nvalues between +1.00 and -1.00 are considered a normal distribution
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n>+1.0 means positively skewed
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n<-1.0 means negatively skewed
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oInterpreting numerical values associated with kurtosis
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oKurtosis
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nValues between +1.00 and -1.00 are considered a normal distribution
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leptokurtotic
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n>+1.0 means a leptokurtotic distribution
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platykurtotic
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n<-1.0 means a platykurtotic distribution
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lBivariate Correlation
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definition of bivariate correlation
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lDefinition: describes the relationships between 2 variables
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examples of bivariate
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lCorrelation coefficients and scatter plots can be used
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lScatter Plot of Relationships
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lRelationships
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positive scatter plot
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lPositive: high scores on one variable are paired with high scores on the second variable and vice versa
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–Also referred to as a direct relationship between the 2 variables
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lRelationships
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negative
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lNegative: high scores on one variable are paired with low scores on the second variable
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negative other name
|
–Also referred to as an inverse relationship
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lRelationships
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no relation
|
lNo relation: scores on one test has no bearing on scores from another test
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lCorrelation Coefficient
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coefficient
|
lCorrelation coefficient denoted as “r”
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bivarete
|
lBivariate correlation coefficient determines direction and strength of the relationship between the 2 variables
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bivarete determins
|
–+ or – sign indicates direction
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bivarete -
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–numeric number indicates strength
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lInferential Stats
|
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definition infernetial
|
lDefinition: to make an assumption about a set of data from a sample of subjects that is assumed to represent the population
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lInferential Stats
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sample of inferential
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lSample: represents a portion of the population from which measurements are actually obtained
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population in inferential stats
|
lPopulation: all units possessing a certain characteristic defined by the researcher
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lSampling Techniques
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lRandom sampling
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simple random:
|
–Simple random: insures that each element in the population has an equal chance of being selected
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stratisified random:
|
–Stratified random: insures that all subsets of the population are represented in appropiate numbers
|
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lSampling Techniques
|
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lNon-random
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non-random
|
–Volunteers
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•Sample of convenience
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lSampling Problems
|
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sampling problems
|
lResponse rate
|
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sampling problems
|
lRefusal to participate
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sampling problems
|
lAttrition
|
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uTailed Tests
|
|
|
one tailed test:
|
uOne-tailed test: sensitive to differences in only one direction
|
|
|
|
•Used when the direction of the difference between populations is known or when the researcher is concerned about a differencein one direction
|
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|
two-tailed test:
|
uTwo-tailed test: sensitive to significant differences in either direction
|
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|
uP-value
|
|
|
def P Value
|
uDefinition: the area under the tail or tails of a distribution beyond the value of the test statistic or the probability that the value of the calculated test statistic occurred by chance
|
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|
uHypothesis Steps
|
|
|
first hypothesis
|
1.State the null hypothesis.
|
|
|
null hypothesis
|
•Ho: μ1 = μ2
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uHypothesis Steps
|
|
|
second hypothesis
|
2.State the alternative hypothesis
|
|
|
hypothesis
|
•HA : μ1 < μ2
|
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|
hypothesis
|
•HA : μ1 > μ2
|
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|
hypothesis
|
•HA : μ1 ≠ μ2
|
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|
uHypothesis Steps
|
|
|
third hypothesis
|
3.Determine the critical value and rejection regions
|
|
|
|
•Level of significance (denoted as α)
|
|
|
define level of significance
|
uDefinition: probability that defines how unlikely the event must be before the researcher can reject the null hypothesis
|
|
|
most common
|
u Most common value is 0.05
|
|
|
|
•Level of confidence
|
|
|
|
uHypothesis Steps
|
|
|
fourth hypothesis
|
4.Compute the calculated value
|
|
|
|
•Use t-test or z test statistic
|
|
|
|
uHypothesis Testing
|
|
|
5 hypotheisis
|
5.Come to a conclusion about HO
|
|
|
|
•Either reject or fail to reject the null hypothesis
|
|
|
5th 1st method
|
•Method 1: use calculated and tabled values
|
|
|
|
•obtained value ≤ tabled value: fail to reject Ho
|
|
|
|
•obtained value ≥ tabled value: reject Ho
|
|
|
5th method 2
|
•Method 2: use p-value and α
|
|
|
reject
|
•p ≤ α : reject Ho
|
|
|
fail to reject
|
•p ≥ α: fail to reject Ho
|
|
|
|
uHypothesis Testing
|
|
|
|
uReport the conclusion in non-technical terms
|
|
|
|
uPossible Errors in Hypothesis Testing
|
|
|
type 1 error
|
uType I error
|
|
|
type 2 error
|
uType II error
|
