Review:%20Cognitive%20Assessments%20II

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Review Cognitive Assessments II

• Ambiguity (extrinsic/intrinsic)
• Item difficulty/discrimination relationship
• Questionnaires assess opinions/attitudes
• Open-/Close-ended item construction /-
• Factors affecting response rate

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• Psychomotor Assessments

HPHE 3150 Dr. Ayers
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• DISCLAIMER

Product vs Process Testing ch. 11
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Guidelines for Sport Skills Testing andMotor
Performance Tests

• acceptable reliability and validity
• simple to administer and take
• easy to understand instructions
• inexpensive do not require extensive equipment
• reasonable time for preparation and administration

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• involve only one participant
• teacher must assess EACH student individually
• encourage correct form
• suitable difficulty
• interesting and meaningful
• exclude extraneous variables
• provide for accurate scoring

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• provide target scoring guidelines (if accuracy
  matters)
• sufficient trials
• yield diagnostic scores

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Effective Testing Procedures

• Pretest Duties time, forms, procedures,
  instructions
• Testing Duties location, materials, cheating,
  safety, absences,
• make-ups
• Posttest Duties transcription, item analysis
  (practical value construct validation),
  reporting, confidentiality

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Developing Psychomotor Tests

• Wilsons (1993) modified 10-step flowchart (p.
  284-6)
• Review criteria for a good test
• Analyze sport/activity to select critical
  elements to test
• Review the literature
• Select/Construct test items
• Determine the exact testing procedures
• Peer Review
• Pilot Test
• Look at reliability, validity, objectivity
• Establish norms or standards
• Construct test manual to fully describe test
• Reevaluate the instrument occasionally

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Issues in Skills Testing

• In addition to reliability and validity (the
  most important issues)
• Feasibility
• Testing method Objective skills
  tests? Alternative/authentic assessment? See
  chapter 14

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Skills Test Classification

• Objective Accuracy-based (targets)
• Repetitive Performance (wall-volley process
  matters)
• Total Body Movement (focus game-like or
  product- based?)
• Distance or Power (focus game-like or
  product-based?)

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IMPORTANT TEACHING POINT

• Teach force/speed
• BEFORE accuracy

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Subjective Rating Scales

• Relative Rank-order value? /-
• Absolute Evaluation against a fixed standard
• Using critical elements helps
• Common Errors Halo Effect (bias for/against
  performer) "Standard" Error (judges employ
  different perspectives) Central-tendency
  (hesitancy to assign extreme values)

Which of these is like norm-referenced assessment?
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Rating Scales Suggestions

• Develop well-constructed scales
• Train raters well
• Explain common rating errors to raters
• Permit ample time to observe performance
• If possible, use multiple raters

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Developing Well-Constructed Scales

• State objectives in terms of observable behavior
• Select traits that determine success
• Define selected traits in observable behavior

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• Select and develop the rating instrument
• Define degrees of success
• Test and revise the rating scale
• Use the scale in an actual testing situation

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Ability or Skill?

• Ability general, innate psychomotor trait
  (overarm throw)
• Skill specific, learned psychomotor capacity (vb
  spike)
• Specificity determined with concurrent validity
  (sport-specific)

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Measurement Aspects of the Domain of Human
Performance(abilities)
Muscular Strength Speed Agility Anaerobic
Power Flexibility Balance Kinesthetic perception
Tell a friend one specific example of two
different ability measures
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Purposes of Human Performance Testing and Analysis
Selection Classification Diagnosis
Tell another friend one specific example of how
to use testing to do one of these
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Effective testing consists of . . .

• Including sport relevant variables
• Selecting reliable and valid tests
• Developing sport specific protocols
• Controlling test administration
• Maintaining individuals rights to privacy
• Repeating the tests periodically
• Interpreting the results for the performer and
  interested parties (e.g., coaches, parents, etc.)

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PsychomotorAssignment

• With a partner
• Find 1 skill test and 1 ability psychomotor test
  that you think will be useful to you
  professionally and bring a copy to our next class
• Description, equipment, procedures, recording
  form, standards (if applicable)
• We will select a few of these to conduct in lab
  on Friday, so choose carefully!

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PsychomotorAssessments

• Explain why one thing you learned today will
  matter to you as a professional