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Measurement and Evaluation in Physical Education and Exercise Science,9780321103024
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Measurement and Evaluation in Physical Education and Exercise Science

by ;
Edition:
4th
ISBN13:

9780321103024

ISBN10:
0321103025
Format:
Hardcover
Pub. Date:
1/1/2003
Publisher(s):
Benjamin Cummings
List Price: $91.20
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Summary

KEY MESSAGE: This newly revised "Measurement and Evaluation in Physical Education and Exercise Science," Fifth Edition continues 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.

Table of Contents

Preface xix
Introduction to Measurement and Evaluation
1(22)
Definitions of Test, Measurement, and Evaluation
3(2)
Test
3(1)
Measurement
4(1)
Evaluation
4(1)
Relationships Among Test, Measurement, and Evaluation
5(1)
Historical Perspective
5(4)
1860--1900
5(1)
1900--1940
6(1)
1940--1980
7(1)
1980--Present
8(1)
Current Trends
9(7)
Public Health Initiatives
9(1)
Increased Accountability for School-Based Programs
10(4)
Alternative Assessments
14(1)
Rapid Technological Advances
14(1)
Continued Growth of Activity-Based Programs
15(1)
Use of Systematic Observation Instruments
16(1)
Uses of Measurement and Evaluation in Physical Education
16(4)
Student Performance
17(1)
Teacher Performance
18(2)
Uses of Measurement and Evaluation in Nonschool Settings
20(1)
Summary
20(1)
Discussion Questions
21(1)
References
21(1)
Representative Readings
21(2)
Linking Program Development with Measurement and Evaluation
23(15)
The Four Learning Domains
25(3)
Health-Related Physical Fitness Domain
25(1)
Psychomotor Domain
25(1)
Cognitive Domain
26(1)
Affective Domain
27(1)
Needs Assessment
28(1)
Program Development
29(7)
Step 1: Establishing a Program Philosophy
30(2)
Step 2: Developing Program Goals
32(1)
Step 3: Planning Program Activities
33(1)
Step 4: Delivering the Program
34(1)
Step 5: Evaluating and Improving the Program
35(1)
Summary
36(1)
Discussion Questions
37(1)
References
37(1)
Basic Statistics
38(45)
Levels of Measurement
40(2)
Nominal Level
40(1)
Ordinal Level
40(1)
Interval Level
41(1)
Ratio Level
42(1)
Displaying Your Data
42(1)
Frequency Distributions
42(3)
Simple Frequency Distribution
42(1)
Grouped Frequency Distribution
43(2)
Graphical Representation of Data
45(4)
Symmetry and Skewness
48(1)
Descriptive Statistics and the Normal Curve
49(1)
Measures of Central Tendency
49(4)
Mode
49(1)
Median
50(1)
Mean
50(3)
Measures of Variability
53(6)
Range
53(1)
Variance
53(2)
Standard Deviation
55(4)
Properties of the Normal Curve
59(1)
Standard Scores
60(7)
Percentile Rank
60(1)
Z-Scores
60(5)
T-Score
65(2)
Correlation and Regression
67(1)
Correlation
67(4)
Spearman Rho Rank-Order Correlation
69(1)
Pearson Product-Moment Correlation
70(1)
Regression
71(3)
Multiple Correlation/Regression
74(1)
Inferential Statistics
75(1)
Tests for Differences Between Groups
75(4)
t-test for Independent Samples
76(2)
t-test for Dependent Samples
78(1)
Analysis of Variance (ANOVA)
79(1)
One-Way Analysis of Variance
79(1)
Two-Way Analysis of Variance
80(1)
Computer Applications
80(1)
Summary
81(1)
Discussion Questions
81(1)
References
82(1)
Representative Readings
82(1)
Criteria for Test Selection
83(21)
Validity
84(2)
Face Validity
84(1)
Content Validity
85(1)
Construct Validity
85(1)
Concurrent Validity
85(1)
Predictive Validity
86(1)
Reliability
86(3)
Test-Retest Reliability
87(1)
Alternate Form Reliability
87(1)
Split-Half or Odd-Even Reliability
88(1)
Objectivity
89(1)
Validity, Reliability, Objectivity in Alternative Assessments
89(1)
Relationship Between Validity, Reliability, and Objectivity
90(1)
Administrative Concerns in Test Selection
90(7)
Relevance
91(1)
Educational Value
91(1)
Economy
92(1)
Time
92(1)
Enjoyment
93(1)
Norms
93(1)
Discrimination
94(1)
Independence
95(1)
Gender Appropriateness
95(1)
Reliance on Another's Performance
96(1)
Safety
96(1)
Testing Large Groups
97(1)
Ease of Scoring, Interpreting, and Reporting
97(1)
Planning Test Administration
97(5)
Securing Materials and Preparing the Testing Area
98(1)
Knowledge of the Test
99(1)
Recording the Scores
99(1)
Training Testers
100(1)
Practicing Test Items
100(1)
Warming Up
101(1)
Standardized Instructions
101(1)
Converting, Interpreting, and Evaluating the Results
101(1)
Summary
102(1)
Discussion Questions
103(1)
References
103(1)
Representative Readings
103(1)
Measuring Health-Related Physical Fitness and Physical Activity
104(67)
Physical Activity and Physical Fitness
106(1)
Components of Health-Related Physical Fitness
107(1)
Testing Children and Youth in Schools
108(2)
Considerations About Fitness Testing
110(4)
Process or Product
110(1)
Factors in Fitness Test Performance
111(1)
Normative Data
111(3)
Measurement of Heath-Related Physical Fitness in School Settings
114(5)
Measuring Body Composition
114(2)
Measuring Cardiorespiratory Fitness
116(1)
Measuring Flexibility
116(2)
Measuring Muscular Endurance
118(1)
Measuring Muscular Strength
118(1)
Test Batteries for School Settings
119(13)
President's Challenge
119(1)
FITNESSGRAM
120(12)
Testing Students with Disabilities
132(1)
FITNESSGRAM Modifications for Special Populations
132(1)
Brockport Physical Fitness Test
133(1)
Measuring Physical Activity of Students
133(2)
Testing Adult Populations
135(1)
Purposes of Adult Fitness Testing
135(1)
Pre-Exercise Testing Considerations
135(3)
Pre-Exercise Health Evaluation
135(2)
Fitness Testing Order
137(1)
Measurement of Health-Related Physical Fitness
138(22)
Measuring Body Composition
138(3)
Measuring Cardiorespiratory Fitness
141(12)
Measuring Flexibility
153(2)
Measuring Muscular Endurance
155(2)
Measuring Muscular Strength
157(3)
Health-Related Fitness Testing Batteries for Adults
160(6)
ACSM Fitness Testing Battery
160(1)
YMCA Physical Fitness Test Battery
161(1)
Fitness Battery for Older Adults
161(5)
Testing Special Populations
166(1)
Measuring Physical Activity of Adults
166(1)
Summary
166(1)
Discussion Questions
167(1)
References
168(2)
Representative Readings
170(1)
Measuring Psychomotor Skills
171(80)
Considerations for Testing
174(2)
Uses of Psychomotor Tests
176(2)
Testing Skill-Related Physical Fitness
178(1)
Components of Skill-Related Physical Fitness
178(15)
Measuring Agility
179(6)
Measuring Balance
185(2)
Measuring Coordination
187(3)
Measuring Speed and Reaction Time
190(3)
Test Batteries to Measure Skill-Related Physical Fitness
193(13)
North Carolina Motor Fitness Battery
194(6)
Texas Physical Motor Fitness/Developmental Tests
200(6)
Test Batteries for Students with Disabilities
206(8)
Motor Fitness Test for the Moderately Mentally Retarded
206(3)
Test of Gross Motor Development---2
209(5)
Testing Specific Sport Skills
214(1)
Team Sports
215(17)
Measuring Baseball/Softball Skills
215(3)
Measuring Basketball Skills
218(5)
Measuring Football Skills
223(3)
Measuring Soccer Skills
226(3)
Measuring Volleyball Skills
229(3)
Individual and Dual Sports
232(11)
Measuring Badminton Skills
233(3)
Measuring Golf Skills
236(2)
Measuring Racquetball Skills
238(1)
Measuring Tennis Skills
239(4)
Using Alternative Assessments
243(1)
Summary
243(1)
Discussion Questions
244(1)
References
244(3)
Representative Readings
247(4)
Measuring Cognitive Knowledge
251(25)
Measuring Cognitive Achievement
253(2)
School Settings
253(2)
Nonschool Settings
255(1)
Planning the Written Test
255(6)
Matching Test Items to Objectives
255(1)
Taxonomy of Educational Objectives
256(2)
Table of Specifications
258(3)
Selection of Test Items
261(6)
True/False
262(1)
Matching
263(1)
Multiple Choice
263(1)
Completion Items
264(1)
Short-Answer Questions
265(1)
Essay
265(2)
Administering the Written Test
267(2)
Assembling the Test
267(1)
Giving the Test
268(1)
Grading the Test
268(1)
Testing Students with Disabilities
268(1)
Analyzing the Test
269(4)
Quantitative Item Analysis
269(3)
Qualitative Item Analysis
272(1)
Sources for Test Questions
273(1)
Summary
274(1)
Discussion Questions
274(1)
References
275(1)
Representative Readings
275(1)
Measuring Affective Behaviors
276(37)
Data Gathering and Analysis
279(6)
Likert Scale
279(1)
The Two-Point Scale
279(2)
Semantic Differential Scale
281(1)
Uses of Attitudinal Scales
282(1)
Problems Associated with Attitudinal Testing
283(1)
Using Alternative Assessment Strategies
283(2)
Measuring Attitude Toward Physical Activity
285(7)
Attitude Toward Physical Activity
285(2)
Children's Attitude Toward Physical Activity
287(1)
CSAPPA: Children's Self-Perception of Adequacy in and Predilection for Physical Activity
288(3)
Feelings About Physical Activity Inventory
291(1)
Measuring Activity Interests of Participants
292(1)
Measuring Motivation
293(7)
Self-Motivation Inventory
293(3)
Physical Estimation and Attraction Scale
296(4)
Measuring Self-Concept
300(4)
Cratty Adaptation of Piers-Harris Self-Concept Scale
301(1)
Coopersmith Self-Esteem Inventory
302(2)
Measuring Social Competence
304(4)
Sociometry
304(2)
Sociogram
306(1)
Problems Associated with Measuring Social Variables
307(1)
Selected Social-Psychological Instruments
308(1)
Summary
309(1)
Discussion Questions
309(1)
References
310(2)
Representative Readings
312(1)
Alternative Assessment
313(24)
Alternative Assessments
313(1)
Rationale for Alternative Assessments
314(2)
Accountability
315(1)
Weaknesses of Standard Testing Practices
315(1)
Authenticity
315(1)
Objectivity
316(1)
Accuracy
316(1)
Validity and Reliability
316(1)
Validity Issues
317(1)
Reliability Issues
317(1)
Types of Alternative Assessments
317(2)
Student Projects
318(1)
Portfolios
318(1)
Event Tasks
318(1)
Student Logs and Journals
318(1)
Observations
319(1)
Developing Rubrics
319(10)
Purpose of Rubrics
319(1)
Guidelines for Rubrics
319(2)
Checklists and Rating Scales
321(8)
Developing Alternative Assessments
329(6)
Student Projects
329(1)
Portfolios
330(2)
Event Tasks
332(1)
Student Logs and Student Journals
333(2)
Summary
335(1)
Discussion Questions
335(1)
References
336(1)
Representative Readings
336(1)
Grading
337(32)
Controversies of Grading
338(9)
To Grade or Not To Grade
338(2)
Issues in Grade Determination
340(7)
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)
Grading Students with Disabilities
363(3)
Summary
366(1)
Discussion Questions
367(1)
References
368(1)
Representative Readings
368(1)
Using Self-Evaluation to Improve Instruction
369(45)
Traditional Methods of Observation
371(4)
Eyeballing
372(1)
Note Taking
372(1)
Checklists
372(1)
Rating Scales
372(3)
Systematic Observation Methodology
375(1)
Data Recording Procedures
376(13)
Event Recording
377(3)
Interval Recording
380(3)
Duration Recording
383(4)
Group Time Sampling
387(2)
Validity and Reliability of Systematic Observation
389(3)
Validity
389(1)
Reliability
389(3)
Using Systematic Observation for Self-Evaluation
392(8)
Practice Time
392(1)
Instructional Time
393(1)
Management Time
393(1)
Response Latency
394(1)
Instructor Movement
394(2)
Specific Instructional Behaviors
396(4)
Selected Instruments for Systematic Observation
400(12)
All-Purpose Event Recording Form (Instructor Behaviors)
400(1)
All-Purpose Duration-Recording Form (Student Time Analysis)
400(3)
Group Time Sampling Form (Class Analysis)
403(1)
General Supervision Instrument
403(1)
System for Observing Fitness Instruction Time (SOFIT)
404(2)
Arizona State University Observation Instrument (ASUOI)
406(3)
Behavioral Evaluation Strategy and Taxonomy (BEST)
409(3)
Summary
412(1)
Discussion Questions
412(1)
References
412(2)
Measurement and Evaluation in Activity-Based Settings
414(33)
Measurement and Evaluation in School Settings
415(1)
Guidelines for Effective Measurement and Evaluation
415(1)
Variables Affecting Measurement and Evaluation Models
416(5)
Characteristics and Interests of Students
417(1)
Class Size
418(1)
Class Time
418(1)
Personnel Support
419(1)
Technological Support
419(1)
State and Local Mandates
419(1)
Curricular Content
420(1)
Examples of School Measurement and Evaluation Models
421(6)
Elementary School Model
423(1)
Middle School Model
424(2)
High School Model
426(1)
Measurement and Evaluation for Students with Disabilities
427(6)
Measurement and Evaluation Models for Teaching Effectiveness
433(2)
Measurement and Evaluation in Nonschool Settings
435(1)
Considerations for Measurement and Evaluation in Nonschool Settings
435(4)
Program Goals
435(1)
Client Goals and Preferences
436(1)
Target Populations
436(1)
Risk Stratification
436(1)
Client Age
436(1)
Revenue Generation
437(1)
Equipment
437(1)
Support Personnel
437(1)
Time
437(1)
Monitoring Progress
438(1)
Measuring the Cognitive and Affective Domains
438(1)
Example of a Nonschool Measurement and Evaluation Model
439(5)
Week One
439(2)
Week Two
441(1)
Weeks Six through Ten
441(1)
Ongoing Measurements
441(1)
Sample Case Study
442(2)
Measurement and Evaluation in Athletic Training
444(2)
Summary
446(1)
Discussion Questions
446(1)
References
447


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