Chapter 13
Alternative Approaches
to Measurement and
Subjective Measurement
Authentic Assessment
• Skill, performance, or task evaluations
that are conducted in realistic, true-to-life
environments
• Observations—while students/athletes
are actually playing a game or while
employees are actually working
• Ecological validity; a skills test resembles
the actual game being played.
Alternative Assessment
Instruments
• Rubrics:
– Primary trait: Assess very specific
actions
– Holistic: Assess a combination of
actions that comprise a more
complex action
• Questionnaires
Rubrics for Physical Education
• See Rubrician.com, “the official
website for links to rubrics”:
http://www.rubrician.com/physical.htm
Questions to Ask
When Developing Rubrics
• Are these skills, performances, or knowledge
worth taking time and resources to assess?
• Do the scoring rubrics appear valid?
• Does everyone clearly understand the goal?
• Are the scoring criteria clear?
• Are the rubrics reliable? Objective?
• How well does the assessment match the skills
being assessed?
(continued)
More Questions to Ask
When Developing Rubrics
• Can this assessment be put to practical use?
• How crucial is the concept of the item at the top
level of the rubric to the mastery of knowledge,
skill, or performance?
• How much time was spent on the concept or unit?
• What are the age and ability level of the students?
• What amount of exposure to the concept, skill, or
performance have the students experienced?
Your Viewpoint
• You are developing a rubric for a youth
soccer league. What items, skills, and
knowledge do you include? What are the
scoring criteria?
• You are developing a rubric for a water
aerobics class attended primarily by senior
citizens. What items, skills, and knowledge
do you include? What are the scoring
criteria?
Common Errors in
Using Rubrics
• Halo effect
• Reverse halo effect
• Compression of the rating scale
(scores at the high and low
extremes are rarely used)
Designing a Questionnaire
• Have a clear purpose statement, to
guide selection of questions.
• Be as clear as possible, to avoid
misinterpretation.
• Plan for its administration and
evaluation.
Portion of a Questionnaire/Survey
of Former Athletes
Alternative Assessment
Techniques
• Systematic observation:
– First identify behaviors of primary
interest.
– Then record the presence/absence of
the behaviors and time engaged in
them.
• Interviews:
– A useful method of data collection.
Sample Systematic Observation Form:
PE Student Teacher Behavior Assessment
Measuring the Affective Domain
• Measures of qualities such as values,
interests, and emotional responses.
• Types of measures:
– Ratings scales
– Borg rating of perceived exertion (RPE)
– Myers-Briggs personality ratings
– Sport Competition Anxiety Test questionnaire
Ratings Scales
• Likert scale
• Discrete scale
• Continuous scale
Likert Scales
Myers-Briggs Personality
Factors
•
•
•
•
Attitude: Introvert or Extravert
Perceiving: Intuition or Sensing
Judgment: Thinking or Feeling
Lifestyle: Judging or Perceiving
Personality descriptions help us understand
how students with different personality types
are likely to receive instruction and react to
instructor’s style.
Your Viewpoint
• What type of personality are you?
• How will you deal with students/
clients/athletes who have personality
types that are very different from
yours?