| Preface |
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xix | |
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Introduction to Measurement and Evaluation |
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1 | (22) |
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Definitions of Test, Measurement, and Evaluation |
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3 | (2) |
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3 | (1) |
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4 | (1) |
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4 | (1) |
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Relationships Among Test, Measurement, and Evaluation |
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5 | (1) |
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5 | (4) |
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5 | (1) |
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6 | (1) |
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7 | (1) |
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8 | (1) |
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9 | (7) |
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Public Health Initiatives |
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9 | (1) |
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Increased Accountability for School-Based Programs |
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10 | (4) |
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14 | (1) |
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Rapid Technological Advances |
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14 | (1) |
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Continued Growth of Activity-Based Programs |
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15 | (1) |
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Use of Systematic Observation Instruments |
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16 | (1) |
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Uses of Measurement and Evaluation in Physical Education |
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16 | (4) |
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17 | (1) |
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18 | (2) |
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Uses of Measurement and Evaluation in Nonschool Settings |
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20 | (1) |
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20 | (1) |
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21 | (1) |
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21 | (1) |
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21 | (2) |
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Linking Program Development with Measurement and Evaluation |
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23 | (15) |
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The Four Learning Domains |
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25 | (3) |
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Health-Related Physical Fitness Domain |
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25 | (1) |
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25 | (1) |
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26 | (1) |
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27 | (1) |
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28 | (1) |
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29 | (7) |
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Step 1: Establishing a Program Philosophy |
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30 | (2) |
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Step 2: Developing Program Goals |
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32 | (1) |
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Step 3: Planning Program Activities |
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33 | (1) |
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Step 4: Delivering the Program |
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34 | (1) |
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Step 5: Evaluating and Improving the Program |
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35 | (1) |
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36 | (1) |
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37 | (1) |
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37 | (1) |
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38 | (45) |
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40 | (2) |
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40 | (1) |
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40 | (1) |
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41 | (1) |
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42 | (1) |
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42 | (1) |
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42 | (3) |
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Simple Frequency Distribution |
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42 | (1) |
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Grouped Frequency Distribution |
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43 | (2) |
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Graphical Representation of Data |
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45 | (4) |
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48 | (1) |
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Descriptive Statistics and the Normal Curve |
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49 | (1) |
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Measures of Central Tendency |
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49 | (4) |
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49 | (1) |
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50 | (1) |
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50 | (3) |
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53 | (6) |
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53 | (1) |
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53 | (2) |
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55 | (4) |
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Properties of the Normal Curve |
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59 | (1) |
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60 | (7) |
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60 | (1) |
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60 | (5) |
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65 | (2) |
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Correlation and Regression |
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67 | (1) |
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67 | (4) |
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Spearman Rho Rank-Order Correlation |
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69 | (1) |
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Pearson Product-Moment Correlation |
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70 | (1) |
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71 | (3) |
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Multiple Correlation/Regression |
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74 | (1) |
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75 | (1) |
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Tests for Differences Between Groups |
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75 | (4) |
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t-test for Independent Samples |
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76 | (2) |
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t-test for Dependent Samples |
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78 | (1) |
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Analysis of Variance (ANOVA) |
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79 | (1) |
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One-Way Analysis of Variance |
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79 | (1) |
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Two-Way Analysis of Variance |
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80 | (1) |
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80 | (1) |
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81 | (1) |
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81 | (1) |
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82 | (1) |
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82 | (1) |
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Criteria for Test Selection |
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83 | (21) |
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84 | (2) |
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84 | (1) |
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85 | (1) |
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85 | (1) |
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85 | (1) |
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86 | (1) |
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86 | (3) |
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87 | (1) |
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Alternate Form Reliability |
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87 | (1) |
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Split-Half or Odd-Even Reliability |
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88 | (1) |
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89 | (1) |
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Validity, Reliability, Objectivity in Alternative Assessments |
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89 | (1) |
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Relationship Between Validity, Reliability, and Objectivity |
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90 | (1) |
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Administrative Concerns in Test Selection |
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90 | (7) |
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91 | (1) |
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91 | (1) |
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92 | (1) |
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92 | (1) |
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93 | (1) |
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93 | (1) |
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94 | (1) |
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95 | (1) |
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95 | (1) |
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Reliance on Another's Performance |
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96 | (1) |
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96 | (1) |
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97 | (1) |
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Ease of Scoring, Interpreting, and Reporting |
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97 | (1) |
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Planning Test Administration |
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97 | (5) |
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Securing Materials and Preparing the Testing Area |
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98 | (1) |
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99 | (1) |
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99 | (1) |
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100 | (1) |
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100 | (1) |
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101 | (1) |
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Standardized Instructions |
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101 | (1) |
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Converting, Interpreting, and Evaluating the Results |
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101 | (1) |
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102 | (1) |
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103 | (1) |
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103 | (1) |
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103 | (1) |
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Measuring Health-Related Physical Fitness and Physical Activity |
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104 | (67) |
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Physical Activity and Physical Fitness |
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106 | (1) |
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Components of Health-Related Physical Fitness |
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107 | (1) |
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Testing Children and Youth in Schools |
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108 | (2) |
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Considerations About Fitness Testing |
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110 | (4) |
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110 | (1) |
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Factors in Fitness Test Performance |
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111 | (1) |
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111 | (3) |
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Measurement of Heath-Related Physical Fitness in School Settings |
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114 | (5) |
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Measuring Body Composition |
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114 | (2) |
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Measuring Cardiorespiratory Fitness |
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116 | (1) |
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116 | (2) |
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Measuring Muscular Endurance |
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118 | (1) |
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Measuring Muscular Strength |
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118 | (1) |
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Test Batteries for School Settings |
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119 | (13) |
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119 | (1) |
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120 | (12) |
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Testing Students with Disabilities |
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132 | (1) |
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FITNESSGRAM Modifications for Special Populations |
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132 | (1) |
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Brockport Physical Fitness Test |
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133 | (1) |
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Measuring Physical Activity of Students |
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133 | (2) |
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Testing Adult Populations |
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135 | (1) |
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Purposes of Adult Fitness Testing |
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135 | (1) |
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Pre-Exercise Testing Considerations |
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135 | (3) |
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Pre-Exercise Health Evaluation |
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135 | (2) |
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137 | (1) |
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Measurement of Health-Related Physical Fitness |
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138 | (22) |
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Measuring Body Composition |
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138 | (3) |
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Measuring Cardiorespiratory Fitness |
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141 | (12) |
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153 | (2) |
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Measuring Muscular Endurance |
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155 | (2) |
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Measuring Muscular Strength |
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157 | (3) |
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Health-Related Fitness Testing Batteries for Adults |
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160 | (6) |
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ACSM Fitness Testing Battery |
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160 | (1) |
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YMCA Physical Fitness Test Battery |
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161 | (1) |
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Fitness Battery for Older Adults |
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161 | (5) |
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Testing Special Populations |
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166 | (1) |
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Measuring Physical Activity of Adults |
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166 | (1) |
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166 | (1) |
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167 | (1) |
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168 | (2) |
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170 | (1) |
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Measuring Psychomotor Skills |
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171 | (80) |
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Considerations for Testing |
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174 | (2) |
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Uses of Psychomotor Tests |
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176 | (2) |
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Testing Skill-Related Physical Fitness |
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178 | (1) |
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Components of Skill-Related Physical Fitness |
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178 | (15) |
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179 | (6) |
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185 | (2) |
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187 | (3) |
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Measuring Speed and Reaction Time |
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190 | (3) |
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Test Batteries to Measure Skill-Related Physical Fitness |
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193 | (13) |
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North Carolina Motor Fitness Battery |
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194 | (6) |
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Texas Physical Motor Fitness/Developmental Tests |
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200 | (6) |
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Test Batteries for Students with Disabilities |
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206 | (8) |
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Motor Fitness Test for the Moderately Mentally Retarded |
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206 | (3) |
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Test of Gross Motor Development---2 |
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209 | (5) |
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Testing Specific Sport Skills |
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214 | (1) |
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215 | (17) |
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Measuring Baseball/Softball Skills |
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215 | (3) |
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Measuring Basketball Skills |
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218 | (5) |
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Measuring Football Skills |
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223 | (3) |
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226 | (3) |
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Measuring Volleyball Skills |
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229 | (3) |
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Individual and Dual Sports |
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232 | (11) |
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Measuring Badminton Skills |
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233 | (3) |
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236 | (2) |
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Measuring Racquetball Skills |
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238 | (1) |
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239 | (4) |
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Using Alternative Assessments |
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243 | (1) |
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243 | (1) |
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244 | (1) |
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244 | (3) |
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247 | (4) |
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Measuring Cognitive Knowledge |
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251 | (25) |
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Measuring Cognitive Achievement |
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253 | (2) |
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253 | (2) |
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255 | (1) |
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Planning the Written Test |
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255 | (6) |
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Matching Test Items to Objectives |
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255 | (1) |
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Taxonomy of Educational Objectives |
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256 | (2) |
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258 | (3) |
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261 | (6) |
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262 | (1) |
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263 | (1) |
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263 | (1) |
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264 | (1) |
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265 | (1) |
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265 | (2) |
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Administering the Written Test |
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267 | (2) |
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267 | (1) |
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268 | (1) |
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268 | (1) |
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Testing Students with Disabilities |
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268 | (1) |
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269 | (4) |
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Quantitative Item Analysis |
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269 | (3) |
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Qualitative Item Analysis |
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272 | (1) |
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Sources for Test Questions |
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273 | (1) |
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274 | (1) |
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274 | (1) |
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275 | (1) |
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275 | (1) |
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Measuring Affective Behaviors |
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276 | (37) |
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Data Gathering and Analysis |
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279 | (6) |
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279 | (1) |
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279 | (2) |
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Semantic Differential Scale |
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281 | (1) |
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Uses of Attitudinal Scales |
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282 | (1) |
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Problems Associated with Attitudinal Testing |
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283 | (1) |
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Using Alternative Assessment Strategies |
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283 | (2) |
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Measuring Attitude Toward Physical Activity |
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285 | (7) |
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Attitude Toward Physical Activity |
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285 | (2) |
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Children's Attitude Toward Physical Activity |
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287 | (1) |
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CSAPPA: Children's Self-Perception of Adequacy in and Predilection for Physical Activity |
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288 | (3) |
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Feelings About Physical Activity Inventory |
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291 | (1) |
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Measuring Activity Interests of Participants |
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292 | (1) |
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293 | (7) |
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Self-Motivation Inventory |
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293 | (3) |
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Physical Estimation and Attraction Scale |
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296 | (4) |
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300 | (4) |
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Cratty Adaptation of Piers-Harris Self-Concept Scale |
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301 | (1) |
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Coopersmith Self-Esteem Inventory |
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302 | (2) |
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Measuring Social Competence |
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304 | (4) |
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304 | (2) |
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306 | (1) |
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Problems Associated with Measuring Social Variables |
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307 | (1) |
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Selected Social-Psychological Instruments |
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308 | (1) |
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309 | (1) |
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309 | (1) |
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310 | (2) |
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312 | (1) |
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313 | (24) |
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313 | (1) |
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Rationale for Alternative Assessments |
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314 | (2) |
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315 | (1) |
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Weaknesses of Standard Testing Practices |
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315 | (1) |
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315 | (1) |
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316 | (1) |
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316 | (1) |
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316 | (1) |
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317 | (1) |
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317 | (1) |
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Types of Alternative Assessments |
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317 | (2) |
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318 | (1) |
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318 | (1) |
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318 | (1) |
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Student Logs and Journals |
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318 | (1) |
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319 | (1) |
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319 | (10) |
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319 | (1) |
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319 | (2) |
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Checklists and Rating Scales |
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321 | (8) |
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Developing Alternative Assessments |
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329 | (6) |
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329 | (1) |
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330 | (2) |
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332 | (1) |
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Student Logs and Student Journals |
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333 | (2) |
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335 | (1) |
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335 | (1) |
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336 | (1) |
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336 | (1) |
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337 | (32) |
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338 | (9) |
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338 | (2) |
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Issues in Grade Determination |
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340 | (7) |
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347 | (13) |
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347 | (6) |
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Criterion-Referenced Approach |
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353 | (2) |
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Other Methods of Determining Grades |
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355 | (5) |
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Reporting Student Performance Data |
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360 | (3) |
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Grading Students with Disabilities |
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363 | (3) |
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366 | (1) |
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367 | (1) |
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368 | (1) |
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368 | (1) |
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Using Self-Evaluation to Improve Instruction |
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369 | (45) |
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Traditional Methods of Observation |
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371 | (4) |
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372 | (1) |
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372 | (1) |
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372 | (1) |
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372 | (3) |
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Systematic Observation Methodology |
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375 | (1) |
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Data Recording Procedures |
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376 | (13) |
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377 | (3) |
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380 | (3) |
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383 | (4) |
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387 | (2) |
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Validity and Reliability of Systematic Observation |
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389 | (3) |
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389 | (1) |
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389 | (3) |
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Using Systematic Observation for Self-Evaluation |
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392 | (8) |
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392 | (1) |
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393 | (1) |
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393 | (1) |
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394 | (1) |
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394 | (2) |
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Specific Instructional Behaviors |
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396 | (4) |
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Selected Instruments for Systematic Observation |
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400 | (12) |
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All-Purpose Event Recording Form (Instructor Behaviors) |
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400 | (1) |
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All-Purpose Duration-Recording Form (Student Time Analysis) |
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400 | (3) |
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Group Time Sampling Form (Class Analysis) |
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403 | (1) |
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General Supervision Instrument |
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403 | (1) |
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System for Observing Fitness Instruction Time (SOFIT) |
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404 | (2) |
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Arizona State University Observation Instrument (ASUOI) |
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406 | (3) |
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Behavioral Evaluation Strategy and Taxonomy (BEST) |
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409 | (3) |
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412 | (1) |
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412 | (1) |
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412 | (2) |
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Measurement and Evaluation in Activity-Based Settings |
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414 | (33) |
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Measurement and Evaluation in School Settings |
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415 | (1) |
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Guidelines for Effective Measurement and Evaluation |
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415 | (1) |
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Variables Affecting Measurement and Evaluation Models |
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416 | (5) |
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Characteristics and Interests of Students |
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417 | (1) |
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418 | (1) |
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418 | (1) |
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419 | (1) |
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419 | (1) |
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419 | (1) |
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420 | (1) |
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Examples of School Measurement and Evaluation Models |
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421 | (6) |
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423 | (1) |
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424 | (2) |
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426 | (1) |
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Measurement and Evaluation for Students with Disabilities |
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427 | (6) |
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Measurement and Evaluation Models for Teaching Effectiveness |
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433 | (2) |
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Measurement and Evaluation in Nonschool Settings |
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435 | (1) |
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Considerations for Measurement and Evaluation in Nonschool Settings |
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435 | (4) |
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435 | (1) |
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Client Goals and Preferences |
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436 | (1) |
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436 | (1) |
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436 | (1) |
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436 | (1) |
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437 | (1) |
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437 | (1) |
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437 | (1) |
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437 | (1) |
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438 | (1) |
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Measuring the Cognitive and Affective Domains |
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438 | (1) |
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Example of a Nonschool Measurement and Evaluation Model |
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439 | (5) |
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439 | (2) |
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441 | (1) |
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441 | (1) |
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441 | (1) |
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442 | (2) |
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Measurement and Evaluation in Athletic Training |
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444 | (2) |
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446 | (1) |
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446 | (1) |
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447 | |
Other versions by this Author