Measurement and Evaluation in Physical Education and Exercise Science

by Lacy, Alan C.; Hastad, Douglas N.

Edition: 5th

ISBN13: 9780805300697

ISBN10: 0805300694

Format: Hardcover

Pub. Date: 2007-01-01

Publisher(s): Benjamin Cummings

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Summary

KEY MESSAGE: This newly revisedMeasurement and Evaluation in Physical Education and Exercise Science, Fifth Editioncontinues to bridge the gap between theory and practice by examining measurement and evaluation techniques in a variety of activity settings-from coaching and teaching to adult education and community programs.KEY TOPICS: Introduction to Measurement and Evaluation, Linking Program Development with Measurement and Evaluation, Basic Statistics, Criteria for Test Selection, Alternative Assessment, Measuring Health-Related Physical Fitness and Physical Activity, Measuring Psychomotor Skills, Measuring Cognitive Knowledge, Measuring Affective Behaviors, Grading, Using Self-Evaluation to Improve Instruction, Measurement and Evaluation in Activity Settings.MARKET: For all readers interested in measurement and evaluation in physical education.

Preface

xvii

Introduction to Measurement and Evaluation

(24)

Definitions of Test, Measurement, and Evaluation

(2)

Test

(1)

Measurement

(1)

Evaluation

(1)

Relationships among Test, Measurement, and Evaluation

(1)

Historical Perspective

(3)

Current Trends

(10)

Public Health Initiatives: Healthy People 2010

(2)

Promotion of Physical Activity

(1)

Problems with Obesity

(1)

Evaluation Standards for School-Based Programs

(3)

Alternative Assessments

(1)

Rapid Technological Advancements

(3)

Continued Growth of Activity-Based Programs

(1)

Uses of Measurement and Evaluation in Physical Education

(3)

Student Performance

(2)

Teacher Performance

(1)

Uses of Measurement and Evaluation in Nonschool Settings

(4)

Summary

(1)

Discussion Questions

(1)

References

(1)

Representative Readings

(1)

Linking Program Development with Measurement and Evaluation

(17)

The Four Learning Domains

(3)

Health-Related Physical Fitness Domain

(1)

Psychomotor Domain

(1)

Cognitive Domain

(1)

Affective Domain

(1)

Needs Assessment

(2)

Program Development

(10)

Step 1: Establishing a Program Philosophy

(2)

Step 2: Developing Program Goals

(1)

Step 3: Planning Program Activities

(1)

Step 4: Delivering the Program

(1)

Step 5: Evaluating and Improving the Program

(2)

Summary

(1)

Discussion Questions

(1)

References

(2)

Basic Statistics

(43)

Levels of Measurement

(2)

Nominal Level

(1)

Ordinal Level

(1)

Interval Level

(1)

Ratio Level

(1)

Displaying Your Data

(1)

Frequency Distributions

(3)

Simple Frequency Distribution

(1)

Grouped Frequency Distribution

(2)

Graphical Representation of Data

(3)

Symmetry and Skewness

(1)

Descriptive Statistics and the Normal Curve

(1)

Measures of Central Tendency

(4)

Mode

(1)

Median

(1)

Mean

(2)

Measures of Variability

(6)

Range

(1)

Variance

(2)

Standard Deviation

(3)

Properties of the Normal Curve

(1)

Standard Scores

(6)

Percentile Rank

(1)

Z-Score

(2)

T-Score

(2)

Correlation and Regression

(1)

Correlation

(5)

Spearman Rho Rank-Order Correlation

(1)

Pearson Product-Moment Correlation

(3)

Regression

(2)

Multiple Correlation/Regression

(1)

Tests for Differences

(1)

t-tests

(4)

t-test for Independent Samples

(2)

t-test for Dependent Samples

(2)

Analysis of Variance (ANOVA)

(1)

One-Way Analysis of Variance

(1)

Two-Way Analysis of Variance

(1)

Computer Applications

(3)

Summary

(1)

Discussion Questions

(1)

Reference

(1)

Representative Readings

(1)

Criteria for Test Selection

(21)

Validity

(2)

Face Validity

(1)

Content Validity

(1)

Construct Validity

(1)

Concurrent Validity

(1)

Predictive Validity

(1)

Reliability

(3)

Test-Retest Reliability

(1)

Alternate Form Reliability

(1)

Split-Half or Odd-Even Reliability

(1)

Objectivity

(1)

Validity, Reliability, and Objectivity in Alternative Assessment

(1)

Relationship among Validity, Reliability, and Objectivity

(1)

Administrative Concerns in Test Selection

(7)

Relevance

(1)

Educational Value

(1)

Economy

(1)

Time

(1)

Enjoyment

(1)

Norms

(2)

Discrimination

(1)

Independence

(1)

Gender Appropriateness

(1)

Reliance on Another's Performance

(1)

Safety

(1)

Testing Large Groups

(1)

Ease of Scoring, Interpreting, and Reporting

(1)

Planning Test Administration

100

(6)

Securing Materials and Preparing the Testing Area

100

(1)

Knowledge of the Test

101

(1)

Recording the Scores

101

(1)

Training Testers

102

(1)

Practicing Test Items

102

(1)

Warming Up

103

(1)

Standardizing Instructions

103

(1)

Converting, Interpreting, and Evaluating the Results

103

(1)

Summary

104

(1)

Discussion Questions

105

(1)

References

105

(1)

Representative Readings

105

(1)

Alternative Assessment

106

(25)

Defining Alternative Assessment

106

(1)

Rationale for Alternative Assessments

107

(2)

Accountability

108

(1)

Weaknesses of Standard Testing Practices

108

(1)

Authenticity

108

(1)

Accuracy

109

(1)

Validity, Reliability, and Objectivity

109

(2)

Validity Issues

109

(1)

Reliability Issues

109

(1)

Objectivity Issues

109

(2)

Types of Alternative Assessments

111

(1)

Student Projects

111

(1)

Portfolios

111

(1)

Event Tasks

112

(1)

Student Logs and Journals

112

(1)

Observations

112

(1)

Scoring Criteria for Alternative Assessments

112

(4)

Purpose of Rubrics

114

(2)

Guidelines for Developing Rubrics

116

(7)

Checklists and Rating Scales

117

(6)

Developing Alternative Assessments

123

(8)

Student Projects

123

(1)

Portfolios

124

(2)

Event Tasks

126

(1)

Student Logs and Student Journals

127

(1)

Summary

128

(1)

Discussion Questions

129

(1)

Refernces

129

(1)

Representative Readings

130

(1)

Measuring Health-Related Physical Fitness and Physical Activity

131

(69)

Physical Activity and Physical Fitness

133

(1)

Components of Health-Related Physical Fitness

134

(1)

Testing Children and Youth in Schools

135

(2)

Considerations about Fitness Testing

137

(2)

Process or Product

137

(1)

Factors in Fitness Test Performance

138

(1)

Normative Data

139

(1)

Measurement of Health-Related Physical Fitness in School Settings

139

(6)

Measuring Body Composition

140

(2)

Measuring Cardiorespiratory Fitness

142

(1)

Measuring Flexibility

143

(1)

Measuring Muscular Endurance

144

(1)

Measuring Muscular Strength

144

(1)

Test Batteries for School Settings

145

(14)

President's Challenge

146

(1)

FITNESSGRAM/ACTIVITYGRAM

147

(12)

Testing Students with Disabilities

159

(1)

FITNESSGRAM/ACTIVITYGRAM Modifications for Special Populations

159

(1)

Brockport Physical Fitness Test

160

(1)

Measuring Physical Activity of Students

160

(3)

Methods to Measure Activity

161

(1)

Promoting Physical Activity through Testing

162

(1)

Testing Adult Populations

163

(1)

Purposes of Adult Fitness Testing

163

(1)

Pre-Exercise Testing Considerations

164

(2)

Pre-Exercise Health Evaluation

164

(2)

Fitness Testing Order

166

(1)

Measurement of Health-Related Physical Fitness

166

(22)

Measuring Body Composition

166

(3)

Measuring Cardiorespiratory Fitness

169

(12)

Measuring Flexibility

181

(2)

Measuring Muscular Endurance

183

(2)

Measuring Muscular Strength

185

(3)

Health-Related Fitness Testing Batteries for Adults

188

(6)

ACSM Fitness Testing Battery

188

(1)

YMCA Physical Fitness Test Battery

188

(1)

Fitness Battery for Older Adults

188

(6)

Testing Special Populations

194

(1)

Measuring Physical Activity of Adults

194

(6)

Summary

195

(1)

Discussion Questions

195

(1)

References

196

(3)

Representative Readings

199

(1)

Measuring Psychomotor Skills

200

(72)

Stages of Movement Competencies

201

(2)

Considerations for Testing

203

(2)

Uses of Psychomotor Tests

205

(2)

Testing Skill-Related Physical Fitness

207

(17)

Components of Skill-Related Physical Fitness

208

(1)

Measuring Agility

209

(5)

Measuring Balance

214

(2)

Measuring Coordination

216

(3)

Measuring Power

219

(2)

Measuring Speed and Reaction Time

221

(3)

Test Batteries to Measure Basic Motor Abilities

224

(7)

Test of Gross Motor Development---2

225

(5)

North Carolina Motor Fitness Battery

230

(1)

Texas Physical Motor Fitness/Developmental Tests

230

(1)

Purdue Perceptual Motor Survey

231

(1)

Bruininks-Oseretsky Test of Motor Proficiency

231

(1)

The Basic Motor Ability Tests---Revised

231

(1)

Test Batteries for Students with Disabilities

231

(4)

Motor Fitness Testing for the Moderately Mentally Retarded

232

(3)

Testing Specific Sports Skills

235

(1)

Team Sports

236

(17)

Measuring Basketball Skills

236

(4)

Measuring Football Skills

240

(3)

Measuring Soccer Skills

243

(3)

Measuring Softball Skills

246

(3)

Measuring Volleyball Skills

249

(4)

Individual and Dual Sports

253

(9)

Measuring Badminton Skills

253

(3)

Measuring Golf Skills

256

(2)

Measuring Racquetball Skills

258

(1)

Measuring Tennis Skills

259

(3)

Using Alternative Assessments

262

(10)

Summary

264

(1)

Discussion Questions

264

(1)

References

265

(3)

Representative Readings

268

(4)

Measuring Cognitive Knowledge

272

(29)

Measuring Cognitive Achievement

274

(3)

School Settings

274

(3)

Nonschool Settings

277

(1)

Planning the Written Test

277

(7)

Matching Test Items to Objectives

278

(1)

Taxonomy of Educational Objectives

278

(3)

Table of Specifications

281

(3)

Selection of Test Items

284

(7)

True/False

285

(1)

Matching

285

(1)

Multiple Choice

286

(2)

Completion Items

288

(1)

Short-Answer Questions

288

(1)

Essay

288

(3)

Administering the Written Test

291

(2)

Assembling the Test

291

(1)

Giving the Test

292

(1)

Grading the Test

292

(1)

Testing Students with Disabilities

292

(1)

Analyzing the Test

293

(4)

Quantitative Item Analysis

293

(3)

Qualitative Item Analysis

296

(1)

Using Alternative Assessments

297

(4)

Sources for Test Questions

298

(1)

Summary

299

(1)

Discussion Questions

299

(1)

References

300

(1)

Representative Readings

300

(1)

Measuring Affective Behaviors

301

(35)

Data Gathering and Analysis

304

(7)

Likert Scale

305

(1)

The Two-Point Scale

306

(1)

Semantic Differential Scale

307

(1)

Uses of Attitudinal Scales

308

(1)

Problems Associated with Attitudinal Testing

308

(1)

Using Alternative Assessment Strategies

309

(2)

Measuring Attitude toward Physical Activity

311

(8)

Attitude toward Physical Activity

312

(2)

Children's Attitude toward Physical Activity

314

(1)

CSAPPA: Children's Self-perceptions of Adequacy in and Predilection for Physical Activity

315

(2)

Feelings about Physical Activity Inventory

317

(2)

Measuring Activity Interests of Participants

319

(2)

Measuring Motivation

321

(4)

Self-Motivation Inventory

321

(2)

Physical Estimation and Attraction Scale

323

(1)

Stages of Change Instrument

324

(1)

Measuring Self-concept

325

(6)

Cratty Adaptation of Piers-Harris Self-concept Scale

326

(1)

Coopersmith Self-esteem Inventory

327

(2)

Physical Self-perception Profile

329

(1)

The Physical Self-description Questionnaire

330

(1)

Selected Social-Psychological Instruments

331

(5)

Summary

332

(1)

Discussion Questions

333

(1)

References

333

(2)

Representative Readings

335

(1)

Grading

336

(33)

Controversies of Grading

337

(10)

To Grade or Not to Grade

337

(2)

Issues in Grade Determination

339

(8)

Methods of Grading

347

(13)

Norm-Referenced Approach

347

(6)

Criterion-Referenced Approach

353

(2)

Other Methods of Determining Grades

355

(5)

Reporting Student Performance Data

360

(3)

Report Card

360

(1)

Student Portfolios

361

(1)

Personal Letter

361

(1)

Conference

362

(1)

Graphic Profile

362

(1)

Grading Students with Disabilities

363

(6)

The Written IEP Document

364

(1)

Grading Alternative

365

(1)

Summary

366

(1)

Discussion Questions

367

(1)

References

368

(1)

Representative Readings

368

(1)

Using Self-Evaluation to Improve Instruction

369

(40)

Traditional Methods of Observation

371

(3)

Eyeballing

372

(1)

Note Taking

372

(1)

Checklists

372

(1)

Rating Scales

372

(2)

Systematic Observation Methodology

374

(1)

Data Recording Procedures

375

(10)

Event Recording

376

(3)

Interval Recording

379

(3)

Duration Recording

382

(3)

Validity and Reliability of Systematic Observation

385

(3)

Validity

385

(1)

Reliability

386

(2)

Using Systematic Observation for Self-Evaluation

388

(8)

Practice Time

389

(1)

Instructional Time

389

(1)

Management Time

390

(1)

Response Latency

390

(1)

Instructor Movement

390

(2)

Specific Instructional Behaviors

392

(4)

Selected Instruments for Systematic Observation

396

(13)

All-purpose Event Recording Form (Instructor Behaviors)

396

(2)

All-purpose Duration-Recording Form (Student Time Analysis)

398

(1)

Group Time Sampling Form (Class Analysis)

398

(2)

General Supervision Instrument

400

(2)

System for Observing Fitness Instruction Time

402

(2)

Behavioral Evaluation Strategy and Taxonomy

404

(3)

Summary

407

(1)

Discussion Questions

407

(1)

References

407

(2)

Measurement and Evaluation in Activity-Based Settings

409

(34)

Measurement and Evaluation in School Settings

410

(1)

Guidelines for Effective Measurement and Evaluation

410

(1)

Blending Assessment into Instruction

411

(2)

Variables Affecting Measurement and Evaluation Models

413

(5)

Characteristics and Interests of Students

413

(2)

Class Size

415

(1)

Class Time

415

(1)

Personnel Support

415

(1)

Technological Support

416

(1)

State and Local Mandates

416

(1)

Curricular Content

416

(2)

Examples of School Measurement and Evaluation Models

418

(6)

Case Study #1---Elementary School Model

419

(2)

Case Study #2---Middle School Model

421

(1)

Case Study #3---High School Model

422

(2)

Measurement and Evaluation for Students with Disabilities

424

(5)

Measurement and Evaluation Models for Teaching Effectiveness

429

(1)

Measurement and Evaluation in Nonschool Settings

430

(1)

Considerations for Measurement and Evaluation in Nonschool Settings

431

(4)

Program Goals

432

(1)

Client Goals and Preferences

432

(1)

Target Populations

432

(1)

Risk Stratification

433

(1)

Client Age

433

(1)

Revenue Generation

433

(1)

Equipment

433

(1)

Support Personnel

434

(1)

Time

434

(1)

Monitoring Progres

434

(1)

Measuring the Cognitive and Affective Domains

434

(1)

Example of a Nonschool Measurement and Evaluation Model

435

(8)

Week 1

436

(1)

Week 2

437

(1)

Weeks 6 through 10

437

(1)

Ongoing Measurements

438

(1)

Sample Case Study

438

(2)

Summary

440

(1)

Discussion Questions

440

(1)

References

441

(2)

Appendix

443

(6)

Index

449

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