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Measurement and Evaluation in Physical Education and Exercise Science

ISBN: 9780205279777 | 0205279775
Edition: 3rd
Format: Hardcover
Publisher: Prentice Hall
Pub. Date: 2/1/1998

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SummaryTable of Contents
Bridging the gap between theory and practice, Measurement and Evaluation in Physical Education and Exercise Science provides a practical approach to measurement and evaluation techniques used in K-12 school physical education as well as exercise science settings. Integrated measurement and evaluation models provide real-life examples from which students can more effectively learn. Comprehensive and user friendly, this text clearly articulates how measurement techniques can be used to assess, evaluate, and develop more effective programs. Links between measurement and evaluation techniques to program design and development help students understand how the two are directly related. Pedagogical concerns such as decision-making, grading, and assessment of program delivery introduce accountability measures and help prepare future professionals for careers in physical education or exercise science.
Prefacexvii
1 INTRODUCTION TO MEASUREMENT AND EVALUATION
1(26)
Key Terms
1(1)
... MORE
Objectives
1(2)
Historical Perspective of Measurement and Evaluation
3(4)
Current Trends
7(9)
Increased Accountability
7(1)
Importance of Health-Related Physical Fitness
8(1)
Altering Physical Fitness Patterns
9(1)
Increased Sophistication of Measurement Instruments
10(1)
Advent of Private Physical Activity-Based Programs
11(1)
More Rigorous Program Standards
12(1)
New Assessment Tools for All Ages and Abilities
12(1)
Subjective Techniques
13(1)
Use of Systematic Observation Instruments
13(1)
Competency-Based Testing
14(1)
Authentic Assessment and Portfolios
14(1)
Research
15(1)
Computers
15(1)
Future Directions
15(1)
Definitions of Test, Measurement, and Evaluation
16(3)
Test
16(1)
Measurement
17(1)
Evaluation
17(1)
Relationships among Test, Measurement, and Evaluation
18(1)
Use of Measurement and Evaluation in Physical Education
19(4)
Student Performance
19(2)
Teacher Performance
21(2)
Use of Measurement and Evaluation in the Nonschool, Exercise Setting
23(1)
Summary
24(1)
Discussion Questions
25(1)
References
25(1)
Representative Readings
26(1)
2 LINKING PROGRAM DEVELOPMENT WITH MEASUREMENT AND EVALUATIONS
27(16)
Key Terms
27(1)
Objectives
27(2)
The Four Learning Domains of Physical Education
29(3)
Health-Related Physical Fitness Domain
29(1)
Psychomotor Domain
30(1)
Cognitive Domain
31(1)
Affective Domain
31(1)
Needs Assessment
32(2)
Program Development
34(7)
Phase 1 Establishing a Realistic Philosophical Approach
35(1)
Phase 2 Developing Attainable Program Goals
36(1)
Phase 3 Determining Unit Outcomes
37(1)
Phase 4 Establishing Performance-Based Objectives
38(1)
Phase 5 Evaluation and Improving the Program
39(2)
Summary
41(1)
Discussion Questions
41(1)
References
42(1)
Representative Readings
42(1)
3 BASIC STATISTICS
43(50)
Key Terms
43(1)
Objectives
43(1)
Levels of Measurement
44(3)
Nominal Level
45(1)
Ordinal Level
45(2)
Interval Level
47(1)
Ration Level
47(1)
Frequencey Distributions
47(3)
Simple Frequency Distribution
48(1)
Grouped Frequency Distribution
48(2)
Graphical Representation of Data
50(6)
Summetry and Skewness
53(3)
Measures of Central Tendency
56(4)
Mode
56(1)
Median
57(1)
Mean
58(2)
Measures of Variability
60(8)
Range
61(1)
Interpercentile Range
61(1)
Variance
62(1)
Standard Deviation
63(5)
Properties of the Normal Curve
68(1)
Standard Scores
69(8)
Percentile Rank
69(4)
Z-Scores
73(3)
T-Score
76(1)
Correlation
77(4)
Spearman Rho Rank-Order Correlation
79(2)
Pearson Product-Moment Correlation
81(4)
Regression
83(2)
Tests for Differences between Groups
85(6)
t-test for Independent Samples
86(2)
t-test for Dependent Samples
88(2)
Simple Analysis of Valiance (ANOVA)
90(1)
Summary
91(1)
Discussion Questions
91(1)
References
92(1)
Representative Readings
92(1)
4 CRITERIA FOR TEST SELECTION
93(28)
Key Terms
93(1)
Objectives
93(1)
Validity
94(3)
Face Validity
95(1)
Content Validity
95(1)
Construct Validity
96(1)
Concurrent Validity
96(1)
Predictive Validity
97(1)
Reliability
97(3)
Test-Retest Reliability
98(1)
Alternate Form Reliability
98(1)
Split-Half or Odd-Even Reliability
99(1)
Objectivity
100(1)
Relationship between Validity, Reliability, and Objectivity
101(1)
Administrative Concerns in Test Selection
102(9)
Relevance
102(1)
Educational Value
103(1)
Economy
104(1)
Time
104(1)
Enjoyment
104(1)
Norms
105(2)
Discrimination
107(1)
Independence
107(1)
Sex Appropriateness
108(1)
Reliance on Another's Performance
108(1)
Safety
109(1)
Testing Large Groups
110(1)
Ease of Scoring, Interpreting, and Reporting
110(1)
Planning Test Administration
111(6)
Securing Materials and Preparing the Testing Area
111(1)
Knowledge of the Test
112(1)
Recording the Scores
113(1)
Training Testers
114(1)
Practicing Test Items
114(1)
Warming Up
115(1)
Standardizing Instructions
115(1)
Converting, Interpreting, and Evaluating the Results
116(1)
Summary
117(1)
Discussion Questions
118(1)
References
118(1)
Representative Readings
118(3)
5 MEASURING THE HEALTH-RELATED PHYSICAL FITNESS DOMAIN
121(70)
Key Terms
121(1)
Objectives
121(2)
Health-Related Physical Fitness
123(2)
Test Batteries to Measure Health-Related Physical Fitness
125(54)
Measuring Cardiorespiratory Fitness
137(13)
Measuring Muscular Strength and Endurance
150(9)
Strength Tests Using Weight Machines
159(5)
Measuring Flexibility
164(8)
Measuring Body Composition
172(7)
Basic Anthropometric Measurements
179(4)
Valuing and Assessing the Process of Physical Activity
183(2)
Physical Education Environment
184(1)
Exercise Science Environment
184(1)
Summary
185(1)
Discussion Questions
185(1)
References
185(3)
Representative Readings
188(3)
6 MEASURING THE PSYCHOMOTOR DOMAIN
191(82)
Key Terms
191(1)
Objectives
191(3)
Skill-Related Physical Fitness
194(35)
Uses of Skill-Related Physical Fitness Tests
194(9)
Measuring Agility
Measuring Balance
203(9)
Measuring Speed and Reaction Time
212(3)
Test Batteries to Measure Skill-Related Physical Fitness
215(14)
Sports Skills Tests
229(36)
Team Sports
230(22)
Individual and Dual Sports
252(13)
Summary
265(1)
Discussion Questions
265(1)
References
265(2)
Representative Readings
267(6)
7 MEASURING THE COGNITIVE DOMAIN
273(30)
Key Terms
273(1)
Objectives
273(2)
Measuring Cognitive Achievement
275(2)
School Settings
275(2)
Nonschool Settings
277(1)
Planning the Written Test
277(7)
Matching Test Items to Objectives
277(1)
Taxonomy of Educational Objectives
278(1)
Knowledge
279(1)
Comprehension
279(1)
Application
280(1)
Analysis
280(1)
Synthesis
280(1)
Evaluation
280(1)
Table of Specifications
281(3)
Selection of Test Items
284(7)
True-False
285(1)
Matching
285(1)
Multiple-Choice
286(1)
Completion Items
287(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)
Analyzing the Test
293(5)
Quantitative Item Analysis
293(4)
Qualitative Item Analysis
297(1)
Sources for Test Questions
298(1)
Other Sources
299(1)
Summary
299(1)
Discussion Questions
300(1)
References
301(1)
Representative Readings
301(2)
8 MEASURING THE AFFECTIVE DOMAIN
303(42)
Key Terms
303(1)
Objectives
303(3)
Measuring Attitude Toward Physical Activity
306(23)
Review of Literature
306(1)
Data Gathering and Analysis
307(4)
Uses of Attitudinal Scales
311(1)
Problems Associated with Attitudinal Testing
311(1)
Tests
312(17)
Measuring Self-Concept
329(6)
Review of the Literature
330(1)
Data Gathering and Analysis
331(1)
Tests
331(4)
Measuring Social Competence
335(7)
Data Gathering and Analysis
335(5)
Problems Associated with Measuring Social Variables
340(2)
Summary
342(1)
Discussion Questions
342(1)
References
342(2)
Representative Readings
344(1)
9 GRADING
345(36)
Key Terms
345(1)
Objectives
345(1)
Controversies of Grading
346(11)
To Grade or Not to Grade
347(2)
Issues in Grade Determination
349(8)
Methods of Grading
357(15)
Norm-Referenced Approach
358(6)
Criterion-Referenced Approach
364(3)
Other Methods to Determine Grades
367(5)
Reporting Student Performance Data
372(5)
Report Card
373(1)
Student Portfolios
373(1)
Personal Letter
374(1)
Conference
375(1)
Graphic Profile
376(1)
Summary
377(1)
Discussion Questions
378(1)
References
378(1)
Representative Readings
379(2)
10 USING SELF-EVALUATION TO IMPROVE INSTRUCTION
381(52)
Key Terms
381(1)
Objectives
381(3)
Traditional Methods of Observation
384(4)
Eyeballing
384(1)
Note Taking
384(1)
Checklists
385(1)
Rating Scales
385(3)
Systematic Observation Methodology
388(1)
Data Recording Procedures
389(15)
Event Recording
391(3)
Interval Recording
394(3)
Duration Recording
397(3)
Group Time Sampling
400(4)
Validity and Reliability of Systematic Observation
404(3)
Validity
404(1)
Reliability
404(3)
Using Systematic Observation for Self-Evaluation
407(9)
Practice Time
408(1)
Instructional Time
409(1)
Management Time
409(1)
Response Latency
410(1)
Instructor Movement
410(2)
Specific Instructional Behaviors
412(4)
Selected Instruments for Systematic Observation
416(14)
All-Purpose Event-Recording Form (Instructor Behaviors)
417(1)
All-Purpose Duration-Recording Form (Student Time Analysis)
417(3)
Group Time Sampling Form (Class Analysis)
420(1)
General Supervision Instrument
421(4)
System for Observing Fitness Instructions (SOFIT)
Arizona State University Observation Instrument (ASUOI)
425(1)
Academic Learning Time-Physical Education (ALT-PE)
426(4)
Summary
430(1)
Discussion Questions
431(1)
References
431(2)
11 ASSESSING INDIVIDUALS WITH DISABILITIES
433(46)
Key Terms
433(1)
Objectives
433(3)
Linking Curriculum Development and Measurement of Students with Disabilities
436(3)
Phase 1: Establishing a Realistic Philosophical Approach
436(1)
Phase 2: Developing Attainable Program Goals
436(1)
Phase 3: Determining Unit Outcomes
437(1)
Phase 4: Establishing Performance-Based Objectives
438(1)
Phase 5: Evaluating and Improving the Program
438(1)
The Importance of an Individualized Program
438(1)
Preliminary Considerations for Testing
439(5)
Tests for Students with Disabilities
444(18)
Physical/Motor Fitness Tests
444(11)
Fundamental Motor Patterns
455(7)
Putting it All Together: The Individualized Education Program (IEP)
462(11)
The Written IEP Document
463(10)
Summary
473(1)
Discussion Questions
473(1)
References
474(1)
Representative Readings
475(4)
12 MEASUREMENT AND EVALUATION IN SCHOOL SETTINGS
479(28)
Key Terms
479(1)
Objectives
479(1)
NASPE Projects--New Visions for Assessment
480(5)
Guidelines for Effective Measurement and Evaluation
485(1)
Variables Affecting Measurement and Evaluation Models
486(7)
Characteristics and Interests of Students
487(2)
Class Size
489(1)
Class Time
489(1)
Personnel Support
489(1)
Technological Support
490(1)
State and Local Mandates
490(1)
Curricular Content
490(3)
Examples of Measurement and Evaluation Models
493(12)
Case Study #1
494(1)
Case Study #2
495(2)
Case Study #3
497(1)
Case Study #4
497(2)
Case Study #5
499(2)
Case Study #6
501(1)
Case Study #7
501(2)
Case Study #8
503(2)
Summary
505(1)
Discussion Questions
505(1)
References
506(1)
Representative Readings
506(1)
13 MEASUREMENT AND EVALUATION IN NONSCHOOL SETTINGS
507(34)
Key Terms
507(1)
Objectives
507(2)
The Role of Measurement and Evaluation in the Nonschool Setting
509(1)
Characteristics of Nonschool Fitness and Exercise Programs
510(6)
Athletic Training
511(2)
Corporate and Community Exercise and Fitness Programs
513(1)
Hospital-and University-Based Health and Fitness Programs
513(2)
Therapeutic Recreation
515(1)
Considerations for Measurements and Evaluation in Adult Fitness Environments
516(2)
Tests Used in the Nonschool Exercise Setting
518(19)
Testing Maximal Oxygen Uptake
518(3)
Other Tests
521(16)
Summary
537(1)
Discussion Questions
537(1)
References
538(1)
Representative Readings
538(3)
14 USING COMPUTER TECHNOLOGY
541(22)
Key Terms
541(1)
Objectives
541(1)
Uses of the Personal Computer in Physical Education and Exercise Science
542(1)
Basic Personal Computing
543(1)
Functions of the Personal Computer
544(5)
Input and Storage
545(1)
Processing
546(1)
Output Devices
547(1)
Other Peripherals
548(1)
Networking
549(1)
How to Select a Microcomputer System
550(2)
Personal Computer Software
552(7)
Communications
552(1)
Computer-Assisted Instruction
553(1)
Database management
554(1)
Electronic Spreadsheet
554(1)
Grading
555(1)
Graphics
556(1)
Statistics
557(1)
Utilities
558(1)
Word Processing
559(1)
How to Select Software
559(1)
Software for Measurement and Evaluation
560(1)
Summary
561(1)
Representative Readings
561(2)
INDEX563

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