Evaluating Skill Achievement

1. Evaluating Skill Achievement What do you want your students/clients to be able to DO?

2. The Goal • The universal goal of physical education programs is to produce permanent, measurable changes in student psychomotor behavior

3. Know Thy Standards • National, state or local standards specify what needs to be taught and how it needs to be taught

4. NASPE Standards for Physical Education A physically educated person: • has learned skills necessary to perform a variety of physical activities; • is physically fit; • does participate regularly in physical activity; • knows the implications of and the benefits from involvement in physical activities; • values physical activity and its contribution to a healthful lifestyle.

5. Content Standards in Physical Education A physically educated student: • demonstrates competency in many movement forms and proficiency in a few movement forms; • applies movement concepts and principles to the learning and development of motor skills; • exhibits a physically active lifestyle;

6. Content Standards in Physical Education • Achieves and maintains a health-enhancing level of physical fitness; • demonstrates responsible personal and social behavior in physical activity settings; • demonstrates understanding and respect for individual differences among people in physical activity settings; • understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

7. Areas of Responsibility of the Entry-Level Health Educator • Assessing individual and community needs for health education • Planning effective health education programs • Implementing health education programs • Evaluating effectiveness of health education programs • Coordinating provision of health education services • Acting as a resource person in health education • Communicating health and health education needs

8. Sample Competencies of the Entry Level Health Educator • Gather health-related data about social and cultural environments, growth and development factors, needs and interests • Utilize computerized health information retrieval systems effectively • Formulate appropriate and measurable program objectives • Design educational programs consistent with specified program objectives • Select methods and media best suited to implement program plans for specific learners

9. Purpose of Skills Testing • Evaluation of learning (duh!) • Placement • Diagnosis • Prediction • Comparative evaluation • Motivation

10. Categories of Skills Tests • Accuracy tests • Wall volley tests • Tests of total body movement • Throws, kicks, or strokes for power or distance

11. Checklists • Used to determine the presence or absence of critical elements during skill execution • Should match course objectives and instruction • Observe each student on several occasions • To maximize performance, students should be aware of critical elements being examined

12. Rating Scales • Assesses the degree to which specified elements of skill have been mastered • Must clearly specify the criteria to be used to obtain different ratings • Should be able to be used by multiple raters

13. Constructing a Rating Scale • Determine the purpose of the scale • Identify the basic components of the motor task to be measured • Decide how many levels of ability should be assigned to each component • Weight the components to be rated • Identify numerical values for the scale • Train raters

14. Using the Scale • Number of Raters: Validity and reliability of subjective evaluations increases with the number of raters • Number of Trials: Increasing the number of trials or evaluating someone on different occasions improves a score’s reliability and validity • Testing Time: Allow enough time to rate an individual completely

15. Using the Scale • Student Preparation: Students should know what is expected of them and what you will be looking for when you evaluate them • Teacher-Prepared Scales: The teacher knows the objectives of the course, the manner in which it is taught, the type of students he/she has, and their prior experiences with the skills. Use others as models

16. Evaluating Performance In some cases performance is a valid indicator of achievement, e.g. • Archery: Shooting accuracy from a given distance • Bowling: The bowling average under standardized conditions • Golf: Score on several rounds is a good measure of golf skill • Swimming: Number of strokes required to swim a lap of the pool is an objective indicator of proper stroke mechanics and form

17. Procedures for Evaluating Skill Achievement • Define what is to be measured (the test objective) • Select a measuring instrument (choose from among published tests) • Pretest the instrument • Revise the test and testing procedures • Administer the instrument

18. Procedures for Evaluating Skill Achievement • Evaluate the administered test • Reliability • Validity • Feasibility

19. Test Objective • The test should be designed to measure the critical elements of the skill • If the test measures the critical elements of the skill then it is said to have _______ validity

20. Validity and Reliability • Validity * Logical * Concurrent • Reliability * Test-retest * Split-half

21. AAHPERD Sports Skill Tests Developed with these criteria: • Validity: Each test should measure the student’s ability to perform a skill basic to the sport • Reliability: Tests should have reliability coefficients of .70 (accuracy) to above .80 (other types) • Test environment: The testing situation should be as much like a practice setting as possible

22. AAHPERD Sports Skill Tests • Scoring: Test should be able to be scored objectively • Degree of difficulty: Test should differentiate among the various skill levels at each grade level • Variability: The distribution of scores for each age level should be normal (bell-shaped curve)

23. Other Approaches to Measuring Skills • Tournament rankings • Game statistics • Sport profiles