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 3150Dr. Ayers

DISCLAIMER

Productvs

Process Testingch. 11

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

• 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 Dutiestime, forms, procedures, instructions

• Testing Dutieslocation, materials, cheating, safety, absences,

make-ups

• Posttest Dutiestranscription, 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 testAnalyze sport/activity to select critical elements to testReview the literatureSelect/Construct test itemsDetermine the exact testing proceduresPeer ReviewPilot TestLook at reliability, validity, objectivityEstablish norms or standardsConstruct test manual to fully describe testReevaluate the instrument occasionally

Issues in Skills Testing

• In addition to reliability and validity(the most important issues)

• Feasibility

• Testing methodObjective skills tests?Alternative/authentic assessment? – See chapter

14

Skills Test Classification

• ObjectiveAccuracy-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?)

IMPORTANT TEACHING POINT

Teach force/speed

BEFORE accuracy

Subjective Rating Scales

• RelativeRank-order value? +/-

• AbsoluteEvaluation against a fixed standard

Using critical elements helps

• Common ErrorsHalo Effect (bias for/against performer)"Standard" Error (judges employ different perspectives)Central-tendency (hesitancy to assign extreme values)

Which of these islike norm-referencedassessment?

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?

• Abilitygeneral, innate psychomotor trait (overarm throw)

• Skillspecific, learned psychomotor capacity (vb spike)

• Specificitydetermined with concurrent validity (sport-specific)

Measurement Aspects of the Domain of Human Performance

(abilities)

Muscular StrengthSpeedAgilityAnaerobic PowerFlexibilityBalanceKinesthetic perception

Tell a friend onespecific exampleof two different ability measures

Purposes of Human Performance Testing and Analysis

Selection

Classification

DiagnosisTell another friend one

specific exampleof 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