Concepts in Tests and Measurements

1. Concepts in Tests and Measurements C H A P T E R 01 Concepts in Tests and Measurements

2. Objectives • Nature of Measurement and Evaluation • Purposes of Measurement, Testing, and Evaluation • Reliability and Validity • Domains of Human Performance

3. Key Terms • Measurement The act of assessing, usually resulting in assigning a number to quantify the amount of the characteristic being assessed • Test A written, oral, physiological, psychological, or mechanical instrument or tool used to make a particular measurement (continued)

4. Key Terms (continued) • Evaluation A statement of quality, goodness, merit, value, or worthiness about what has been assessed • Kinesmetrics Refers to measurement and evaluation in kinesiology (a subdomain of human movement and performance)

5. Evaluation Based on Norm-Referenced Standards • How performance compares to that of others • Examples • Scholastic Aptitude Test (SAT) • Graduate Record Exam (GRE) • Intelligence Quotient (IQ) Test • American College Testing (ACT)

6. Evaluation Based on Criterion- Referenced Standards • Compares a person’s performance relative to a criterion that you would like to achieve • Examples • Driver’s License Examination • Board of Certification Examination • Content Mastery

7. Formative Evaluation • Initial or intermediate evaluation (i.e., pretest or interim report) • Important for tracking changes in the instructional, training, or research process

8. Summative Evaluation • Final evaluation • Useful for measuring program achievement (i.e., Did your program meet its goals?)

9. Differences in Evaluation • Type of evaluation is determined by the use of the data • Example 10-week weight-loss program where each participant is measured every week • Formative Evaluation: Amount of weight lost each week • Summative Evaluation: Total weight loss

10. Purposes of Measurement, Testing, and Evaluation • Important to understand because professionals in kinesiology will be making evaluative decisions daily • Six general purposes: • Placement • Diagnosis • Prediction • Motivation • Achievement • Program Evaluation

11. Placement • An initial test and evaluation allow a professional to group students based on their abilities • Can help to facilitate learning because groups have the same starting point • Example Grouping students of similar skill levels into different swim classes (beginner class and advanced class)

12. Diagnosis • Can be used to determine weaknesses or deficiencies • Example Cardiologist administers treadmill stress tests to diagnose presence and severity of cardiovascular disease

13. Prediction • Predict future events or results from present or past data • Most difficult research goal to obtain • Examples • SAT or ACT to predict college performance • Predict health risk from physical activity and/or fitness level

14. Motivation • Measurement and evaluation process is necessary for motivating your students and participants • People need the challenge and stimulation they get from an evaluation of their achievement • Example Would you study as hard for your test if there were no grades?

15. Achievement • A set of objectives must be established in order to evaluate participants’ achievement • Assessment of achievement is a summative evaluation task that requires measurement and evaluation • Example The grade you will receive at the end of this course is a measure of how well you learned the material

16. Program Evaluation • Used to demonstrate the successful achievement of program objectives • Example Demonstrate students’ physical activity experiences by comparing test results with test results of other schools

17. Reliability and Validity • Reliability • Consistency of measurement • Validity • Truthfulness of measurement • Requires reliability and relevance • A test cannot be valid if it is not reliable Reliability + Relevance  Validity • Discussed in further detail in chapters 6 & 7

18. Domains of Human Performance • Affective Psychological or emotional attributes • Cognitive Knowledge-based information (continued)

19. Domains of Human Performance (continued) Psychomotor • Reflexive movements • Basic locomotor movements • Perceptual motor abilities • Physical abilities • Skilled movements • Nondiscursive movements (continued)

20. Domains of Human Performance (continued) • Hierarchical in nature Knowledge < Comprehension < Application < Analysis < Synthesis < Evaluation • Each level is based on the earlier levels having been achieved

21. Taxonomies in Domains of Human Performance

22. Summary • Measurement and evaluation are vital for professionals of human performance • Measurements and tests should be reliable, relevant, and valid • The evaluation process should be carefully considered and based on the objectives of the domains measured