Knr 341 Exam #2

Front 1

o Validity

Back 1

• Is the degree of truthfulness of a test score
• Should be considered a continuous rather than discrete measurement
• Determines the confidence we have of the accuracy of data collected

Front 2

o Reliability

Back 2

 A test that produces consistent results over several trails is reliable
 Some tests are more precise than others
 It can be thought of as measurement with consistent error

Front 3

• Test-Retest Reliability

Back 3

o Administer Test Twice to the same subjects in the same conditions
o Interval between tests should be as short as possible (Consider Fatigue)
o Correlates Two Data Sets
o For Evidence of reliability, a correlation of ≥ +/- .7 is desirable

Front 4

• Alternate Form of Reliability

Back 4

o Two equivalent forms of a test or survey in question are required
o Administer both forms of the Test
o Interval between administrations should be as short as possible
o Correlate the two data sets to establish reliability

Front 5

• Split Half or Odd Even Reliability

Back 5

o Only one test administration of test or survey is required
o Results are split in half or separated by odd-even items to create two sets of data
o Correlate two sets of data to establish reliability
o Use Spearman-Brown Proficiency Formula as needed

Front 6

o Objectivity

Back 6

 Objectivity is a type of reliability that concerns the administration of tests
 In subjective tests, criterion measure is often used to improve objectivity
 Objectivity also depends on the clarity of instruction

Front 7

 Establishing Reliability

Back 7

• Teacher must understand the test
• Teacher must administer the test appropriately- Follow Protocols!
• Students must understand how the test is performed and how it is scored

Front 8

• Relationship between the Big 3 (Reliability, Validity, and Objectivity)

Back 8

o A test cannot give consistent results (reliability) but it doesn’t measure a desired result (valid)
o Without objectivity, an instrument will lack reliability
o Without reliability a test cannot be valid
o A test may be reliable but not valid
o Must have objectivity and reliability to have validity

Front 9

• Planning Test Administration

Back 9

o Secure materials and prepare the test area
 Equipment and Supplies
 Testing Area
 Arrangement of Testing Area
o Know the Test
o Record Scores Efficiently
o Train Testers (Assistants)
o Practice test items
o Warm up for physical activity tests
o Standardized instructions
o Convert, Interpret, and Evaluate the Results

Front 10

• Alternative

Back 10

o Any type of assessment that differs from a traditional test
 Examples: Projects, Portfolios, Event Tasks, Student Logs, Journals, and Observation

Front 11

Rationale for Alternative Assessment

Back 11

• Accountability
• Weaknesses of Standard Testing Procedures
• Authenticity
• Accuracy

Front 12

• Authentic

Back 12

o Any type of alternative assessment that emphasizes a test taking place in a real world setting
 Example: Game Play

Front 13

Types of Alternative Assessment

Back 13

• Event Tasks
• Student Project
• Portfolio
• Student Log
• Student Journals

Front 14

Measurement Issues
• Validity

Back 14

o Accurately measures the attribute it is designed to measure
o Best way to test validity is to compare assessment to the instructional objective

Front 15

Measurement Issues
• Reliability Issues

Back 15

o Three conditions should be satisfied in order to ensure reliability of alternative assessment
1.) Clearly Define and Specify Criteria
2.) Instructor must thoroughly understand the criteria
3.) Apply the scoring criteria in a consistent manner

Front 16

Measurement Issues
• Objectivity

Back 16

o Free of Bias
o Observing or “Eyeballing” lacks objectivity
o Needs to assure all students have equal opportunities

Front 17

• Purpose of Rubrics

Back 17

1.) Help Teachers define excellence and plan how to help students achieve
2.) Communicate to students what constitutes excellence and how to evaluate their work
3.) Communicates goals and results to parents and others
4.) Help Teachers be accurate, unbiased, and consistent in scoring
5.) Document the procedures used in making important judgments about students

Front 18

• Guidelines for Rubrics

Back 18

o The best rubrics:
 Discriminate between performances
 Rely on descriptive language
 Provide useful discrimination
 Emphasize the finished product

Front 19

o Developing Checklists (Best when Students Peer Assess)

Back 19

1.) Decide on behavior or skill to be assessed
2.) Determine how many elements to include (5 is normally good)
3.) Use vivid language for each element
4.) Determine the order of the elements (in which they occur)
5.) Use parallel language to describe the elements
(Everything they should be doing or everything they aren’t: ***Don’t Mix***)
6.) Pilot the Checklist
7.) Revise as Necessary

Front 20

o Developing Rating Scale

Back 20

1.) Decide on the behavior or skill to be evaluated
2.) Determine how many levels of performance to include 3-5 levels preferred
3.) Determine the top level of performance
4.) Create additional levels using parallel language
5.) Pilot the rubric
6.) Revise as necessary

Front 21

• Correlation coefficients fall between +/- 1.00

Back 21

o +/- .8 to 1.00 = High Relationship
o +/- .6 to .79 = Moderately High Relationship
o +/- .4 to .59 = Moderate Relationship
o +/- .2 to 3.9 = Low Relationship
o +/- .0 to .19 = No Relationship

Front 22

Physical Activity:

Back 22

• The process of body movement that substantially increases energy expenditure
• Four Physical Activity Categories:
o Sedentary
o Light
o Moderate
o Vigorous
• MVPA (Moderate-Vigorous Physical Activity) is most beneficial

Front 23

Physical Fitness:

Back 23

Dimensions of Physical Fitness:
o Physiological:
 Non-Performance components
o Health-Related:
 Refers to components of fitness that have the most impact on the well being
o Skill Related:
 Components of fitness related to performance enhancement

Front 24

Health-Related Dimensions of Physical Fitness

Back 24

• Body Composition
o Relates the ratio of lean mass vs. fat mass
• Cardiorespiratory Fitness
o Ability of the cardiovascular systems to provide oxygen to the body
• Flexibility
o The range of motion of a joint
• Muscular Endurance
o Muscles ability to continue to perform without fatigue
• Muscular Strength
o Ability of the muscle to exert force

Front 25

Considerations in Fitness Testing

Back 25

• Process or Product Emphasis (Why Conducted and How its related to student health)
• Factors in Performance
o Genetic Endowment
o Trainability
o Lifestyle Factors
o Environmental Factors
o Maturation

Front 26

Fitness Testing in P.E.

Back 26

• Should be fun, motivational, and educational; not embarrassing or threatening
o Reward Improvement
o Link Curriculum to Assessment
o Incorporate assessment into curriculum (approximately 10% of curriculum should be assessment)
• Be Flexible (Extend a unit when necessary)
• Group Students Carefully (Ability Grouping is recommended)
• Allow for student choice
• Be empathetic (Put yourself in their shoes)
• Demonstrate Fitness
• Stay Current

Front 27

Measuring Physical Activity of K-12 Populations

Back 27

• Direct Observation
• Self-Activity Reports (Activity Recall)
• Heart-Rate Monitors
• Pedometers
• Accelerators
• Alternative Assessment- Logs and Diaries

Front 28

• Stages of Motor Competency

Back 28

1.) Body Management
2.) Fundamental Skills
a. Locomotor
b. Non-Locomotor
c. Manipulative
3.) Specialized Skills (Applied to sport specific type skills)
4.) Higher Skill Achievement

Front 29

• Considerations for Testing for Psycho-motor Skills

Back 29

o Provide encouragement or incentives
o Know your students
o Perform good Demonstrations
o Avoid Embarrassing Situations
o Create a Nonthreatening Environment
o Experience the test (Teachers)
o Recognize contra-indicated activities (Dealing with Medical Conditions)

Front 30

• Uses of Psychomotor Tests

Back 30

o Provide valid measures
o Classify students
o Include item as a part of a more comprehensive set of tests
o Assess performance to predict potential in particular areas
o Motivate students to higher levels of skills performance
o Determine student achievement and grades
o Developing class profiles
o Assess instructional effectiveness in a specific unit of instruction
o Diagnose motor deficiencies
o Supplement and enrich class instruction
o Explain P.E. program to various publics (Advocate)

Front 31

Psycho-motor components of Skill related Physical Fitness

Back 31

o Skill Related:
 Components of fitness related to performance enhancement
o Agility
 The ability to rapidly and accurately change the position of the body
o Balance
 The maintenance of equilibrium while stationary or moving
o Coordination
 Ability to simultaneously perform multiple motor tasks smoothly and accurately
o Power
 Ability to exert maximum force in a minimum length of time
o Speed
 Ability to perform movement in a short period of time
o Reaction Time
 Duration between the simulation and the response to the simulation