Measurement and Evaluation in Physical Education and Exercise Science

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

• ISBN13: 9780805300697
• ISBN10: 0805300694
• Edition: 5th
• Format: Hardcover
• Copyright: 2007-01-01
• Publisher: Benjamin Cummings

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.

Table of Contents

Preface	xvii
Introduction to Measurement and Evaluation	1	(24)
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	(3)
Current Trends	8	(10)
Public Health Initiatives: Healthy People 2010	8	(2)
Promotion of Physical Activity	10	(1)
Problems with Obesity	11	(1)
Evaluation Standards for School-Based Programs	12	(3)
Alternative Assessments	15	(1)
Rapid Technological Advancements	15	(3)
Continued Growth of Activity-Based Programs	18	(1)
Uses of Measurement and Evaluation in Physical Education	18	(3)
Student Performance	18	(2)
Teacher Performance	20	(1)
Uses of Measurement and Evaluation in Nonschool Settings	21	(4)
Summary	22	(1)
Discussion Questions	23	(1)
References	23	(1)
Representative Readings	24	(1)
Linking Program Development with Measurement and Evaluation	25	(17)
The Four Learning Domains	27	(3)
Health-Related Physical Fitness Domain	27	(1)
Psychomotor Domain	28	(1)
Cognitive Domain	28	(1)
Affective Domain	29	(1)
Needs Assessment	30	(2)
Program Development	32	(10)
Step 1: Establishing a Program Philosophy	33	(2)
Step 2: Developing Program Goals	35	(1)
Step 3: Planning Program Activities	36	(1)
Step 4: Delivering the Program	37	(1)
Step 5: Evaluating and Improving the Program	38	(2)
Summary	40	(1)
Discussion Questions	40	(1)
References	40	(2)
Basic Statistics	42	(43)
Levels of Measurement	44	(2)
Nominal Level	44	(1)
Ordinal Level	44	(1)
Interval Level	45	(1)
Ratio Level	46	(1)
Displaying Your Data	46	(1)
Frequency Distributions	46	(3)
Simple Frequency Distribution	46	(1)
Grouped Frequency Distribution	47	(2)
Graphical Representation of Data	49	(3)
Symmetry and Skewness	51	(1)
Descriptive Statistics and the Normal Curve	52	(1)
Measures of Central Tendency	52	(4)
Mode	53	(1)
Median	53	(1)
Mean	54	(2)
Measures of Variability	56	(6)
Range	57	(1)
Variance	57	(2)
Standard Deviation	59	(3)
Properties of the Normal Curve	62	(1)
Standard Scores	63	(6)
Percentile Rank	64	(1)
Z-Score	65	(2)
T-Score	67	(2)
Correlation and Regression	69	(1)
Correlation	69	(5)
Spearman Rho Rank-Order Correlation	71	(1)
Pearson Product-Moment Correlation	71	(3)
Regression	74	(2)
Multiple Correlation/Regression	76	(1)
Tests for Differences	77	(1)
t-tests	77	(4)
t-test for Independent Samples	77	(2)
t-test for Dependent Samples	79	(2)
Analysis of Variance (ANOVA)	81	(1)
One-Way Analysis of Variance	81	(1)
Two-Way Analysis of Variance	81	(1)
Computer Applications	82	(3)
Summary	83	(1)
Discussion Questions	83	(1)
Reference	84	(1)
Representative Readings	84	(1)
Criteria for Test Selection	85	(21)
Validity	86	(2)
Face Validity	86	(1)
Content Validity	87	(1)
Construct Validity	87	(1)
Concurrent Validity	87	(1)
Predictive Validity	88	(1)
Reliability	88	(3)
Test-Retest Reliability	89	(1)
Alternate Form Reliability	90	(1)
Split-Half or Odd-Even Reliability	90	(1)
Objectivity	91	(1)
Validity, Reliability, and Objectivity in Alternative Assessment	92	(1)
Relationship among Validity, Reliability, and Objectivity	92	(1)
Administrative Concerns in Test Selection	93	(7)
Relevance	93	(1)
Educational Value	93	(1)
Economy	94	(1)
Time	95	(1)
Enjoyment	95	(1)
Norms	95	(2)
Discrimination	97	(1)
Independence	97	(1)
Gender Appropriateness	98	(1)
Reliance on Another's Performance	98	(1)
Safety	98	(1)
Testing Large Groups	99	(1)
Ease of Scoring, Interpreting, and Reporting	99	(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