Review: Cognitive Assessments II

1. Review: Cognitive Assessments II • Ambiguity (extrinsic/intrinsic) • Item difficulty/discrimination relationship • Questionnaires assess opinions/attitudes • Open-/Close-ended item construction +/- • Factors affecting response rate

2. Psychomotor Assessments HPER 3150 Dr. Ayers

3. Product vs Process Testing DISCLAIMER

4. Guidelines for Sport Skills Testing andMotor Performance Tests • acceptable reliability and validity • simple to administer and take • easy to understand instructions • not expensive nor require extensive equipment • reasonable time for preparation and administration

5. 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

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

7. 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), reporting, confidentiality

8. 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 8

9. 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?)

10. IMPORTANT TEACHING POINT Teach force/speed BEFORE accuracy

11. Subjective Rating Scales • Relative Rank-order +/-? • 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)

12. 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

13. 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

14. Ability or Skill? • Ability general, innate psychomotor trait (overarm throw) • Skill specific, learned psychomotor capacity (vb spike) • Specificity determined with concurrent validity

15. Measurement Aspects of the Domain of Human Performance Muscular Strength Speed Agility Anaerobic Power Flexibility Balance Kinesthetic perception

16. 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 performance and interested parties (e.g., coaches, parents, etc.)

17. Purposes of Human Performance Testing and Analysis Selection Classification Diagnosis

18. PsychomotorAssignment • Find a psychomotor test that you think will be useful to you professionally and bring a copy to our next class • Description, equipment, procedures, recording form • We will select a few of these to conduct in lab on Friday, so choose carefully! • We need both ability & skill tests

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