Review: Cognitive Assessments II
• Ambiguity (extrinsic/intrinsic)
• Item difficulty/discrimination relationship
• Questionnaires assess opinions/attitudes
• Open-/Close-ended item construction +/-
• Factors affecting response rate
Psychomotor Assessments
HPHE 3150
Dr. Ayers
DISCLAIMER
Product
vs
Process Testing
ch. 11
Guidelines for Sport Skills Testing and
Motor 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
• 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
• provide target scoring guidelines (if accuracy
matters)
• sufficient trials
• yield diagnostic scores
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
Developing Psychomotor Tests
Wilson’s (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
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
Skills Test Classification
• Objective
Accuracy-based (targets)
Repetitive Performance (wall-volley; process matters)
Total Body Movement (focus; game-like or productbased?)
Distance or Power (focus; game-like or product-based?)
IMPORTANT TEACHING POINT
Teach force/speed
BEFORE accuracy
Subjective Rating Scales
• Relative
Rank-order value? +/-
• Absolute
Which of these is
like norm-referenced
assessment?
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)
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
Developing Well-Constructed Scales
• State objectives in terms of observable behavior
• Select traits that determine success
• Define selected traits in observable behavior
• Select and develop the rating instrument
• Define degrees of success
• Test and revise the rating scale
• Use the scale in an actual testing situation
Ability or Skill?
• Ability
general, innate psychomotor trait (overarm throw)
• Skill
specific, learned psychomotor capacity (vb spike)
• Specificity
determined with concurrent validity (sport-specific)
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
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
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.)
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!
PsychomotorAssessments
• Explain why one thing you learned today
will matter to you as a professional