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| Chapters begin with Key Words and Objectives and end with Summary, Discussion Questions, References, and Representative Readings | |
| Preface | |
| Introduction to Measurement and Evaluation | |
| Historical Perspective of Measurement and Evaluation | |
| Current Trends | |
| Definitions of Test, Measurement, and Evaluation | |
| Uses of Measurement and Evaluation in Physical Education | |
| Uses of Measurement and Evaluation in the Nonschool Setting | |
| Linking Program Development with Measurement and Evaluation | |
| The Four Learning Domains of Physical Education | |
| Needs Assessment | |
| Program Development | |
| Phase 1: Establishing a Realistic Philosophical Approach | |
| Phase 2: Developing Attainable Program Goals | |
| Phase 3: Determining Unit Outcomes | |
| Phase 4: Establishing Performance-Based Objectives | |
| Phase 5: Evaluating and Improving the Program | |
| Basic Statistics | |
| Levels of Measurement | |
| Frequency Distributions | |
| Graphical Representation of Data | |
| Measures of Central Tendency | |
| Measures of Variability | |
| Properties of the Normal Curve | |
| Standard Scores | |
| Correlation | |
| Tests for Differences Between Groups | |
| Criteria for Test Selection | |
| Validity | |
| Reliability | |
| Objectivity | |
| Relationship Between Validity, Reliability, and Objectivity | |
| Administrative Concerns in Test Selection | |
| Planning Test Administration | |
| Measuring the Health-Related Physical Fitness Domain | |
| Health-Related Physical Fitness | |
| Test Batteries to Measure Health-Related Physical Fitness | |
| Basic Anthropometric Measurements | |
| Measuring the Psychomotor Domain | |
| Skill-Related Physical Fitness | |
| Sports Skills Tests | |
| Measuring the Cognitive Domain | |
| Measuring Cognitive Achievement | |
| Planning the Written Test | |
| Selection of Test Items | |
| Administering the Written Test | |
| Analyzing the Test | |
| Sources for Test Questions | |
| Measuring the Affective Domain | |
| Measuring Attitude Toward Physical Activity | |
| Measuring Self-Concept | |
| Measuring Social Competence | |
| Grading | |
| Controversies of Grading | |
| Methods of Grading | |
| Reporting Grades | |
| Using Self-Evaluation to Improve Instruction | |
| Traditional Methods of Observation | |
| Systematic Observation Methodology | |
| Data Recording Procedures | |
| Validity and Reliability of Systematic Observation | |
| Suggested Uses of Systematic Observation | |
| Selected Instruments for Systematic Observation | |
| Assessing Individuals with Disabilities | |
| Linking Curriculum Development and Measurement of Students with Disabilities | |
| Preliminary Consideration for Testing | |
| Tests for Individuals with Disabilities | |
| The Individualized Education Program (IEP) | |
| Measurement and Evaluation in School Settings | |
| NASPE ProjectsNew Visions for Assessment | |
| Guidelines for Effective Measurement and Evaluation | |
| Variables Affecting Measurement and Evaluation Models | |
| Examples of Measurement and Evaluation Models | |
| Measurement and Evaluation in Nonschool Exercise Settings | |
| The Role of Measurement and Evaluation in the Nonschool Setting | |
| Characteristics of Nonschool Fitness and Exercise Programs | |
| Consid | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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