SHOWTIME!
NATURE AND
ADMINISTRATION OF
TESTS
TEST CHARACTERISTICS
• RELIABILITY, OBJECTIVITY, AND
VALIDITY
• CONTENT-RELATED ATTRIBUTES
• STUDENT AND PARTICIPANT CONCERNS
• ADMINISTRATIVE CONCERNS
RELIABILITY, OBJECTIVITY,
AND VALIDITY
• THE THREE MOST IMPORTANT
CHARACTERISTICS FOR A TEST
• ACCEPTABLE LEVELS DETERMINED BY
BOTH THE TESTING SITUATION ITSELF
AND THE VALUES OTHERS HAVE
PREVIOUSLY OBTAINED
• A MINIMAL COEFFICIENT IS .70
CONTENT-RELATED ATTRIBUTES
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IMPORTANT ATTRIBUTES
DISCRIMINATION
RESEMBLANCE
SPECIFICITY
UNRELATED MEASURES
IMPORTANT ATTRIBUTES
• NO MORE THAN 10% OF THE TIME
SHOULD INVOLVE TESTING
• ONLY IMPORTANT SKILLS AND
ABILITIES SHOULD BE MEASURED
DISCRIMINATION
• TEST SHOULD DISCRIMINATE
AMONG DIFFERENCE ABILITY
GROUPS THROUGHOUT THE
TOTAL RANGE OF ABILITY
• SHOULD BE MANY DIFFERENT
SCORES NORMALLY DISTRIBUTED
• TEST DIFFICULTY: HARD ENOUGH
THAT NO ONE GETS A PERFECT
SCORE AND EASY ENOUGH THAT
NO ONE GETS A ZERO
RESEMBLANCE TO THE ACTIVITY
• IN ORDER TO INSURE RELEVANCY
AND VALIDITY WHEN TAKING A
TEST, INDIVIDUALS MUST BE
REQUIRED TO USE GOOD FORM,
FOLLOW THE RULES OF THE
ACTIVITY, AND PERFORM ACTS
CHARACTERISTIC OF THE
ACTIVITY
SPECIFICITY
• THE TEST SHOULD BE AS SPECIFIC AS
POSSIBLE FOR WHATEVER IS BEING
MEASURED
• CONFOUNDING VARIABLES OR
FACTORS SHOULD BE MINIMIZED
EX.: PERFORMING STABILITY BALL PUSHUPS AS MEASURE OF UPPER BODY
MUSCULAR STRENGTH AND
ENDURANCE IS CONFOUNDED OR
AFFECTED BY BALANCE
UNRELATED MEASURES
• OFTEN AN ATTRIBUTE (E.G., HEALTH-RELATED
FITNESS) HAS SEVERAL COMPONENTS (E.G.,
CARDIORESPIRATORY ENDURANCE,
STRENGTH, MUSCLE ENDURANCE,
FLEXIBILITY, AND BODY COMPOSITION)
• TESTS IN A BATTERY SHOULD BE UNRELATED
TO EACH OTHER BUT HIGHLY RELATED TO
THE ATTRIBUTE
• IF TWO TESTS IN THE BATTERY ARE HIGHLY
RELATED TO EACH OTHER, THEY ARE
MEASURING THE SAME ABILITY OR FACTOR
• KEEP THE TEST THAT IS MOST HIGHLY
RELATED TO THE ATTRIBUTE BECAUSE IT HAS
MORE VALIDITY AND DROP THE OTHER TEST
STUDENT PARTICIPATION CONCERNS
• APPROPRIATENESS TO STUDENT AND
PARTICIPANTS
PERFORMANCE IS INFLUENCED BY
THE PERSON’S MATURITY, GENDER,
AND EXPERIENCE
FITNESS TEST SCORE STANDARDS
SHOULD BE BASED ON AGE AND
GENDER
SKILL TEST STANDARDS SHOULD BE
BASED ON AGE, GENDER, SKILL
LEVEL, STRENGTH, AND OTHER
CAPACITIES
PERFORMANCE IS AFFECTED BY
DISABILITIES AND THEREFORE, TESTS FOR
INDIVIDUALS WITHOUT DISABILITIES ARE
USUALLY NOT ACCEPTABLE FOR
INDIVIDUALS WITH DISABILITIES
STUDENT PARTICIPATION CONCERNS
• INDIVIDUAL SCORES
- PERSON’S TEST SCORES
SHOULD NOT BE AFFECTED BY
ANOTHER PERSON’S PERFORMANCE
- BALL SHOULD COME FROM A MACHINE
RATHER THAN A TENNIS SERVE BY A
PERSON WHEN SKILL TESTING THE
ABILITY TO RETURN A SERVE
• ENJOYABLE
- INCREASES MOTIVATION TO DO WELL ON
THE TEST, PARTICULARLY WHEN THE
TEST IS WELL UNDERSTOOD
- MAKE TEST INTERESTING, CHALLENGING,
AND COMFORTABLE TO TAKE
STUDENT PARTICIPATION CONCERNS
• SAFETY
- EXAMINE ALL ASPECTS OF THE
TEST FOR SAFETY AND
POSSIBLE RISKS OF INJURY
• CONFIDENTIALITY AND PRIVACY OF
TESTING SHOULD BE PROTECTED
- BE SENSITIVE TO THE ISSUE WHICH
MAY REQUIRE TESTING PEOPLE ONE
AT A TIME RATHER THAN IN A
GROUP
• MOTIVATION TO SCORE AT MAXIMUM
POTENTIALLY INCREASES THE
RELIABILITY AND VALIDITY OF THE
TESTS
ADMINISTRATIVE CONCERNS
• MASS TESTABILITY
- REQUIRED FOR LARGER GROUPS
- DECREASES TEST ADMINISTRATION
TIME
- SPLITTING GROUP IN HALF AND
HAVING ONE HALF HELP TEST THE
OTHER HALF AND VICE-VERSA
• MINIMAL PRACTICE
- FAMILIARITY, EITHER FROM PREVIOUS
TESTING, FROM THE PROGRAM OR
CLASS, OR FROM PRACTICE SESSIONS
PRIOR TO THE TESTING DAY WILL
DECREASE BOTH EXPLANATION AND
PRACTICE TIME
ADMINISTRATIVE CONCERNS
• MINIMAL EQUIPMENT AND PERSONNEL
- TESTS THAT REQUIRE A LOT OF
EQUIPMENT AND/OR
ADMINISTRATIVE PERSONNEL ARE
OFTEN IMPRACTICAL
- INSUFFICIENT TRAINING OF ALL
TEST ADMINISTRATORS
CONTRIBUTES TO LACK OF TEST
SCORE OBJECTIVITY
• EASE OF PREPARATION
- SELECT TESTS THAT ARE EASY TO SET
UP OVER ONES THAT TAKE MORE TIME
ADMINISTRATIVE CONCERNS
• ADEQUATE DIRECTIONS
SHOULD SPECIFY HOW THE TEST IS SET UP, THE
PREPARATION OF INDIVIDUALS TO BE TESTED, AND
ADMINISTRATION AND SCORING PROCEDURES
• NORMS
RECENT AND APPROPRIATE NORMS THAT ARE PROVIDED
WITH OR FOR A TEST CAN SAVE THE TIME NECESSARY
TO DEVELOP LOCAL NORMS; OR, AT LEAST SERVE AS
TEMPORARY STANDARDS UNTIL LOCAL NORMS CAN BE
DEVELOPED
• USEFUL SCORES
TEST SHOULD YIELD A USEFUL SCORE EXPRESSED IN A
SINGLE UNIT OF MEASUREMENT THAT CAN BE INSERTED
INTO A FORMULA WITH LITTLE EFFORT
ADMINISTRATION
• PRETEST PROCEDURES
• GIVING THE TEST
• POSTTEST PROCEDURES
PRETEST PROCEDURES
• KNOW THE TEST
CAREFULLY READ THE DIRECTIONS OR TEST MANUAL
SEVERAL TIMES, THINKING ABOUT THE TEST AS YOU
READ
AVOID OVERLOOKING SMALL DETAILS ABOUT
PROCEDURES AS IT WILL LEAD TO MISTAKES
• DEVELOP TEST PROCEDURES
SELECT THE MOST EFFICIENT METHOD OF TESTING:
GROUP VS. INDIVIDUAL TESTING; ONE PERSON TESTING,
MULTIPLE TESTERS, OR TESTING INDIVIDUALS IN
PAIRS
IDENTIFY EXACT SCORING REQUIREMENTS AND UNITS
OF MEASUREMENT (PREFERABLY A SINGLE UNIT OF
MEASUREMENT)
ANTICIPATE MISTAKES AND PLAN WHAT YOU WILL DO
WHEN MISTAKES ARE MADE
CONSIDER ALL ASPECTS OF SAFETY
PRACTICE ADMINISTRATION OF THE TEST
PRETEST PROCEDURES
• DEVELOP DIRECTIONS
ADMINISTRATIVE PROCEDURES
INSTRUCTIONS ON PERFORMANCE
SCORING PROCEDURE AND THE POLICY
ON INCORRECT PERFORMANCE
HINTS ON TECHNIQUES TO IMPROVE
SCORES
• PREPARE THE STUDENTS OR PROGRAM
PARTICIPANTS PSYCHOLOGICALLY AND
PHYSIOLOGICALLY FOR TESTING
NOTIFY INDIVIDAULS ABOUT THE
TESTING IN ADVANCE, WHAT THE TEST IS,
AND WHAT THE TEST INVOLVES
PRETEST PROCEDURES
• PLAN THE WARM-UP AND TEST TRIALS
WARM-UP IMPROVES RELIABILITY
SHOULD BE PLANNED AND SPECIFIC TO
THE SKILL BEING TESTED
SUPERVISED WARM-UP BY TESTER IS MOST
EFFECTIVE
FIRST FEW TRAILS OF A MULTIPLE TRIAL
TEST MAY SERVE AS A WARM-UP
• SECURE THE EQUIPMENT AND PREPARE THE
TESTING FACILITY
ALL EQUIPMENT SHOULD BE ON HAND
AND THE FACILITY PREPARED BEFORE
THE DAY OF THE TEST
THIS SAVES TIME AND AVOIDS LAST
MINUTE PROBLEMS
PRETEST PROCEDURES
• MAKE SCORING SHEETS
- PREPARE GROUP OR INDIVIDUAL
SCORECARDS
- INDIVIDUAL SCORECARDS ARE
BETTER WHEN A PERSON
ROTATES AMONG TESTING
STATIONS OR WHEN INDIVIDUALS
ARE TESTING EACH OTHER
• ESTIMATE THE TIME NEEDED
- MINIMIZES CONFUSION AND
MAXIMIZES THE USE OF AVAILABLE
TIME
GIVING THE TEST
• PREPARATION
WARM-UP OR PRACTICE
EXPLAIN THE TEST
INSTRUCTIONS AND PROCEDURES
DEMONSTRATE THE TEST
LET THE PERSON COMPLETE A PRACTICE
TRIAL OF THE TEST
• MOTIVATION
GIVE ALL PARTICIPANTS THE SAME
DEGREE OF MOTIVATION AND
ENCOURAGEMENT
• SAFETY
WATCH CLOSELY FOR ANY SAFETY
PROBLEMS OR POTENTIAL INJURIES
POSTTEST PROCEDURES
• ANALYZE THE TEST SCORES
- BUILD A DATA BASE
- ENTER DATA INTO COMPUTER
- COMPLETE STATISTICAL ANALYSIS
- INTEPRET STATISTICAL ANALYSIS
- REPORT TEST RESULTS TO THE
PEOPLE TESTED IN A CONFIDENTIAL
AND MOTIVATING MANNER
• RECORD KEEPING
- KEEP SCORING SHEETS AND DATA
ANALYSIS DOCUMENTS IN A SECURE
AND CONFIDENTIAL FILE CABINET
CHALLENGES IN MEASURING INDIVIDUALS WITH
DISABILITIES
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FINDING OR DEVELOPING A TEST OR BATTERY OF TESTS FOR
EACH POSSIBLE COMBINATION OF DISABLING CONDITIONS
FINDING NORM-REFERENCED AND/OR CRITERIONREFERENCED STANDARDS
SHORTER ATTENTION SPAN AND PROBLEMS WITH
COMPLICATED DIRECTIONS; BOTH OVER AND UNDER
VERBALIZING CAN HINDER PERFORMANCE AND REDUCE
RELIABILITY
OFTEN DIFFICULT TO HAVE INDIVIDUALS TEST EACH OTHER
IN PAIRS
VAST HETEROGENEITY IN NEEDS AND PERFORMANCE LEVELS
WIDE DIFFERENCES IN ABILITY FROM INDIVIDUALS WITHOUT
DISABILITIES, MAKING THE RELIABILITY AND VALIDITY FOR
COMMON TESTS QUESTIONABLE
LACK OF EXPERIENCE WITH TEST PERFORMANCES THUS
DECREASING THE RELIABILITY AND VALIDITY OF COMMON
TESTS
DIFFICULTY IN STAYING ON TASK AND GIVING MAXIMUM
EXERTION BECAUSE THEY DO NOT UNDERSTAND WHY OR
HOW TO GIVE IT, OR DO NOT UNDERSTAND THE TEST
PROTOCOL
MEASURING INDIVIDUALS FROM
DIFFERENT POPULATIONS
• ALL PEOPLE DO NOT RESPOND THE SAME WAY
TO TESTING
• THE SAME TEST, TEST PROTOCOL, AND
PERFORMANCE SCORE EXPECTATIONS
CANNOT BE APPLIED TO ALL PEOPLE
• UNDERSTANDING THE CHARACTERISTCS OF
THE PEOPLE IN THE POPULATION TESTED AND
EXPERIENCE IN TESTING PEOPLE IN THE
POPULATION IS VITAL TO OBTAINING TEST
SCORES UPON WHICH YOU CAN BASE VALID
INTERPRETATIONS
THAT ABOUT WINDS IT UP FOR
LECTURE THIS WEEK FROM SAN
JOSE STATE UNIVERSITY WHERE
• THE WOMEN ARE STRONG
• THE MEN ARE GOOD LOOKING
• ALL THE STUDENTS ARE ABOVE
AVERAGE
• THE PROFESSORS ARE LONG WINDED
COMMENTS OR QUESTIONS??
THANK YOU!!