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ALABAMA STATE UNIVERSITY

COLLEGE OF EDUCATION

SYLLABUS

FOR

TEST AND MEASUREMENT & EVALUATION

IN HEALTH & PHYSICAL EDUCATION

COURSE NUMBER: PED 445

CATALOG DESCRIPTION: Consistent with the College of

Education’s Conceptual Framework focusing

on State Department of Education Professional

Studies (CFSDEPS) 1.8, 1.15, 1.16, 1.17, 2.5, 3.5,

this course is designed to provide training in

measurement and evaluation of health/physical

education courses and programs. Emphasis is placed

on collection, organization, and analysis of test

scores. Characteristics, uses, advantages, and

limitations of different types of assessment are

also addressed. NCATE 7.1; 7.4; INTASC 8.11, 8.12,

8.13, 8.21, 8.22

TEXTBOOK: Miller, D. (2006). Measurement by the Physical Educator, 5th edition, Dubuque, IA: McGraw-Hill.

CREDIT HOURS: 03

INSTRUCTOR: Dr. Pat Floyd

TELEPHONE: 334-229-4522

Blackboard:

OFFICE: 243 W Acadome

OFFICE HOURS: To be Announced

ATTENDANCE POLICY: University Policy

Prepared by: Pat Floyd/Doris Screws Date: 07/07

Approved by ______Date: ______

Department Chairperson

______Date: ______

Dean

NOTE: Any candidate requiring alternative formats for testing and/or handouts for this

course, or other types of accommodations, due to a disabling condition, should advise me

within the first week of classes.

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PURPOSE

This course is designed to provide training in measurement and evaluation

of health/physical education courses and programs. Emphasis is placed on

collection, organization, and analysis of test scores. Characteristics, uses,

advantages, and limitations of different types of assessment are also addressed.

SDEPS (2) (c) 5. (i), (2) (c) 5. (ii), (2) (c) 5. (iii), (2) (c) 5. (iv), (2) (c) 5. (i, ix),

(2) (c) 5. (x) , (5) (c) 3. (ii), (5) ( c) 4. (i)

OUTCOMES

Upon successful completion of the course, the candidate will be able to:

1. Know basic concepts related to measurement, evaluation, and their importance for the health and physical education instructor and the practical application of computers in physical education (Chapter 1 and class notes)

a.  Describe the demographic changes in America and their impact on public health.

b.  Knowledge of physical activity and physical fitness research relating collective responsibility for student learning to increased achievement for all students. SDEPS (5) (c) 4. (i)

c.  Describe the physical activity and fitness outcomes defined in Healthy People 2010.

d.  Describe why measurement and evaluation are useful tools for health and physical education candidates.

e.  Know the relationship between assessment and learning and how to integrate appropriate assessments to all stages of the learning process. CFSDEPS 1.17; SDEPS (2) (c) 5. (ii)

f.  Define and differentiate between formative and summative assessment and of formal and informal assessment strategies. CFSDEPS1.8; SDEPS (2) (c) 5. (i)

g.  Define and differentiate between criterion-and norm-referenced standards.

h.  Differentiate between a mainframe and a microcomputer.

i.  Identify the two major operating systems of a microcomputer.

j.  Describe computer literacy and list recommendations to enhance computer skills.

k.  Describe the capabilities of word processors, graphic programs, databases, telecommunications and statistical programs.

2.  Know quantitative aspects of measurement by using data obtained from evaluating aerobic fitness and body composition ( Chapters 2 and 3).

a.  Define the key words (pages 5–6).

b.  Describe and identify a normal distribution and the four curves for distributions that are not normal.

c.  Calculate (given a set of numbers) mode, median, mean range, standard deviation, standard error, variance, percentile ranks, percentiles, standard scores, z-Scores, T-Scores, correlation coefficient, coefficient of determination. CFSDEPS 1.15; SDEPS (2) (c)5. (iii)

d.  Organize and graph test scores and various other physiological data.

e.  Select, calculate and interpret the statistical technique that is correct for a given situation.

f.  Utilize a microcomputer to analyze data.

g.  Define the levels of aerobic fitness needed for health promotion.

h.  Define the levels of body composition that are needed for health.

3.  Know reliability, validity, and objectivity as it relates to measurement and evaluation (Chapter 4). CFSDEPS 1.15; INTASC 8.13

a.  Define and differentiate between reliability and objectivity for norm-referenced tests and outline methods used to estimate these values.

b.  Identify those factors that influence reliability and objectivity for norm-referenced tests and criterion referenced tests.

c.  Define validity and outline the methods used to estimate it.

d.  Describe the influence of test reliability on test validity.

e.  Identify those factors that influence validity.

f.  Given a test, analyze its reliability, objectivity, and validity.

g.  Evaluate teaching resources and curriculum materials for comprehensiveness, accuracy, and usefulness. INTASC 1.33

h. Discuss the following: norms, bias, ethical uses of tests, test results and scoring concerns. (2) (c) 5 (iii).

4. Know how to construct a cognitive (knowledge) test (Chapter 5). NCATE 7.3; 7.5; DISP I c

a.  Differentiate and describe the various types of knowledge tests.

b.  Define the levels of knowledge most applicable to physical education.

c.  List and describe the steps for knowledge test construction.

d.  Construct a table of specifications and explain its use.

e.  Conduct an item analysis on test items.

f.  Evaluate knowledge test items.

g.  Construct a cognitive test.

5. Know how to conduct performance and skill testing (Chapters 7 and 18) NCATE 7.3; 7.5; DISP I c

a.  Describe the four components of the psychomotor domain.

b.  Identify the important characteristics of a test.

c.  Plan the administration of a test.

d.  Identify problems in measuring individuals with exceptionalities. DIV

e.  Identify the four general types of sport skill tests.

f.  Evaluate a sport skill test using the criteria: reliability, feasibility, and validity.

g.  Identify the weaknesses and strengths of rating scales.

h.  Describe the steps for construction of a psychomotor skill rating scale.

i.  Describe the procedures for construction of a psychomotor test.

j.  Construct, select, analyze, and administer a psychomotor (performance) test. CFSDEPS 1.16; SDEPS (2) (c) 5. (x)

6. Know how to evaluate achievement/final grades, youth fitness, candidate effectiveness, a health or physical education instrument (Chapters 6 and 19).

DISP I c

a.  List and describe the characteristics of authentic assessment.

b.  List and describe the use of grades and the criteria for grades.

c. Define the weighting of factors and describe a method for performing this technique.

d. Describe four methods for reporting term grades.

e. Describe your grading philosophy, ethical uses of test and test results and develop a grading method that could be used in a teaching assignment.

f. Identify the areas in which teaching effectiveness may be measured.

g. Describe instruments used to measure candidate effectiveness.

h. Describe how youth fitness is evaluated and describe your philosophy related to the evaluation of youth fitness.

i. Evaluate a health or physical education instrument that you obtained via the internet.

j. Knowledge of the current Alabama’s state assessment requirements and procedures used in a school setting to support and enhance student learning. CFSDEPS 3.5,1.16; SDEPS (2) (c) 5. (iv), (2) (c) 5. (x), (5) ( c) 3. (ii); DISP I c

7. Demonstrate and explain the technique of the use of palm computers, Polar Heart Rate Monitors, skin-fold caliper’s, sphygmomanometer/blood pressure cuffs, body fat analyzers, pedometers, scoliometers and digital recorder/camera for classroom management and research (see Appendix A for evaluation.) INTASC 4.13, 4.23, 4.36, 6.35; DISP III c

8. Demonstrate how to develop a rubric that students can use to assess their own performance (see Appendix D for evaluation) CFSDEPS 1.15, 2.5; SDEPS (2) (c) 5. (ix)

METHODOLOGY

This is a three (3) semester hour course designed on a lecture, discussion, laboratory, and practical application format.

EVALUATION AND MINIMUM STANDARDS

Outcome 1 will be evaluated on examination number 1. The exam will be worth 90 points and will include subjective and objective test items. To pass the outcome, 70% of the points available must be achieved.

Outcome 2 will be evaluated on examination number 2 and 3. The exams will be worth 170 points and will include subjective and objective test items and the focus of the entire examination will be on calculating the various statistical procedures discussed in class.

To pass the outcome, 70% of the points available must be achieved.

Outcome 3 will be evaluated on examination number 4. The exam will be worth 70 points and will include subjective and objective test items. To pass the outcome, 70% of the points available must be achieved.

Outcome 4 will be evaluated on examination number 5 and the cognitive test submission. The exam will be worth 40 points and will include subjective and objective test items. The cognitive test submission will be worth 40 points (refer to Appendix B). To pass the outcome, 70% of the points available must be achieved.

Outcome 5 will be evaluated on examination number 6 and the psychomotor test submission. The exam will be worth 40 points and will include subjective and objective test items. The psychomotor test submission will be worth 30 points (refer to Appendix C). To pass the outcome, 70% of the points available must be achieved.

Outcome 6 will be evaluated on examination number 7. The exam will be worth 70 points and will include subjective and objective test items. To pass the outcome, 70% of the points available must be achieved.

Outcome 7 will be evaluated by demonstrating and explaining the technique of the use of palm computers, Polar Heart Rate Monitors, skin-fold calipers, body fat analyzer, sphygmomanometer/blood pressure cuffs, pedometers, scoliometers, digital recorder/camera and Blackboard. The technology lab will be evaluated by the standards listed in Appendix A. To pass the outcome, 70% of the points available must be achieved.

Outcome 8 will be evaluated by developing a rubric that students can use to assess their own performance. The rubric will be evaluated by the standards listed in Appendix D. To pass the outcome, 70% of the points available must be achieved.

GRADING

For a grade of A, the candidate must achieve 543 out of a possible 604 points for the course.

For a grade of B, the candidate must achieve 483 out of a possible 604 points for the course.

For a grade of C, the candidate must achieve 422 out of a possible 604 points for the course.

For a grade of D the candidate must achieve 362 of the possible 604 points for the course.

Failure to achieve the D criteria will result in a grade of “F.”

Summary of Evaluations:

Test 1 - Outcome 1 Test 2 & 3 - Outcomes 2

Points = 90 (passing = 63) Test 2 Points = 100 (Part 1- passing = 70) Test 3 Points = 70 (Part 2 –passing = 49)

Test 4 - Outcome 3 Test 5 - Outcome 4

Points = 70 (passing = 49) Points = 40 (passing = 28)

Cognitive Test = 40 (passing 28)

(Appendix B)

Test 6 - Outcome 5 Test 7 – Outcome 6

Points = 40 (passing = 28) Points = 70 (passing =49)

Psychomotor Test = 30 (passing =21)

(Appendix C)

Outcome 7- Technology Lab Outcome 8 Rubric

Points = 30 (passing =21) Points = 24 (passing =16)

(Appendix A) (Appendix D)

REFERENCES

Baumgartner, T. Jackson, A.S., Mahar, M.T., and Rowe, D.A. (2003). Measurement for evaluation in physical education & exercise science, 7th ed. Boston, MA: McGraw Hill.

Lacy, A.C. and Hastad, D. N. (2003). Measurement and evaluation in physical education and exercise science, 4th ed. San Francisco, CA: Pearson Education, Inc.

APPENDIX A

Technology Lab Evaluation

Name/Candidate # Date

Total Possible Points 30 Points Earned /30

Candidate will explain and demonstrate the techniques of the use of the following technology. Candidates MUST submit this lab evaluation form to instructor for grading purposes.

Technology
Assessment / Exceptional
(5 pts.) / Proficient/Basic
(3/2 pts) / Unacceptable
(1 pt.)
Palm Computer
(5 pts.)
Polar Heart Rate Monitor
(5 pts.)
Pedometer
(5 pts.)
Sphygmomanometer
Blood Pressure
(5 pts.)
Fat Analyzer
Skin-Fold Calipers
(5 pts.)
Digital Recorder/Camera, Blackboard
(5 pts.)

Overall Assessment

27-30 = A Exceptional (4)

24-26 =B Proficient (3)

21-23 = C Basic (2)

18-20 = D Unacceptable (1)

19 and Below = F Fail

Technology Lab Rubric

Technology Assessment / Exceptional
(5 pts.) / Proficient/Basic
(3/2 pts.) / Unacceptable (1 pt.)
Palm Computer
(5 pts.) / Assessment is very clearly demonstrated and explained in detail. / Assessment is partially demonstrated and explained in some detail. / Assessment is demonstrated and lack detailed explanations.
Polar Heart Rate Monitor
(5 pts.) / Assessment is very clearly demonstrated and explained in detail. / Assessment is partially demonstrated and explained in some detail. / Assessment is demonstrated and lack detailed explanations.
Pedometer
(5 pts.) / Assessment is very clearly demonstrated and explained in detail. / Assessment is partially demonstrated and explained in some detail. / Assessment is demonstrated and lack detailed explanations.
Sphygmomanometer
Blood Pressure
(5 pts.) / Assessments are very clearly demonstrated and explained in detail. / Assessments are partially demonstrated and explained in some detail. / Assessments are demonstrated and lack detailed explanations.
Fat Analyzer
Skin-Fold Calipers
(5 pts.) / Assessments are very clearly demonstrated and explained in detail. / Assessments are partially demonstrated and explained in some detail. / Assessments are demonstrated and lack detailed explanations.
Digital Recorder/Camera
Blackboard
(5 pts.) / Assessments are very clearly demonstrated and explained in detail. / Assessments are partially demonstrated and explained in some detail. / Assessments are demonstrated and lack detailed explanations.

APPENDIX B

Candidate Evaluation Form for Cognitive Test

Name: ______Date: ______

Given a common Physical Education or Health activity, select and construct (using a

word processor) a cognitive test. The following test item format should

be adhered to:

  1. 10 multiple choice questions 6 points
  2. 10 T-F questions 6 points
  3. One 5 part matching question 6 points
  4. 5 fill-in-the-blank questions/short answer 6 points
  5. Three essay question 6 points
  6. Administration 10 points

Multiple Choice Questions Matching

_____ Clear concise instructions _____ Clear, concise instruction

_____ Homogenous material

Stem: _____ Matching each test item