KNR 341 - Test 2

Methods of grading

Normative-referenced: its purpose is to place students as accurately as possible along a continuum ranging from the lowest to the highest possible scores. - Standard Deviation Method - Percentage Method - Percentile Equivalent Method Criterion-referenced: utilizes measurement of students' performances as they compare with a predetermined standard, such as a score, a number of tasks completed, a number of successful attempts vs unsuccessful attempts, or difficulty of task completed - Trials Successfully Completed - Performance Standards (Standard Based Grading) - Contract Grading

True or false? The affective domain includes those characteristics associated with an individual's interests, values, and appreciation.

True

The symbol used to denote progress that also serves as a permanent record for a student's achievement is referred to as:

grade

Which of the following is an advantage of a semantic differential?

it can be readily adapted for use in variety of settings.

An advantage of utilizing the Likert scale is that:

it is adaptable to most measurement situations.

Which of the following is a reason to grade?

physical education should make sweeping changes regarding the manner in which youth are evaluated.

A teacher who would be more likely to award a higher grade to a poor performer who tries hard than to award a skilled performer who puts forth minimal effort would be concerned with:

process

The primary difference between the Likert scale and the Two-point scale is:

the number of response options available.

**Quantitative Item Analysis

*Difficulty Index: - A portion of students who got the questions correct - So if many students did not get it correct it will determine that it was too difficult - So if many students did get it correct it will determine that it was easier *Discrimination Index: - Measures a test questions discrimination between the students who scored well and those who scored poorly on the overall test. - 0.4 or higher shows it was very well - 0.3 - 0.39 shows it was good enough - Any lower means you should throw the question out

**4)Develop Appropriate Level Descriptions

- Consistency among the schools and district

Reasons for attitudinal scales

- assist teachers in determining the progress of the program or individual goals. - provide a quantitative database to compare the attitudinal scores of individuals or groups. - provide the information needed to plan a physical education program. - help evaluate the effectiveness of teaching methods and instructional strategies. examples of attitudinal scales: -Attitude Toward Physical Activity (ATPA) - Kenyon (1968) -Children's ATPA (CATPA)- Smith and Smoll (1974)

Reasons against attitudinal scales

- difficult to establish validity and reliability with these scales because attitudes are always changing. - also, the wording of statements often hints at personal bias examples of attitudinal scales: -Attitude Toward Physical Activity (ATPA) - Kenyon (1968) -Children's ATPA (CATPA)- Smith and Smoll (1974)

Standard Deviation Method (normative-referenced)

- is a measure of how spread out the data is in relation to the mean. - Low standard deviation means data are clustered around the mean, and high standard deviation indicates data are more spread out.

**Standards Based Grading (Definition and development of appropriate level descriptions) and (criterion-referenced)

- is a system that assesses what a student knows, understands, and can do in relation to each of the National and or State Standards for K-12 PE or grade level outcomes. - Student Learning is the primary objective!

Percentage Method (normative-referenced)

- requires teacher to rank the performance or collective performances on various assignments and/ or requirements of all students. - determines what percentage of students are to receive A's, B's, C's and so forth.

Percentile Equivalent Method (normative-referenced)

- the percentile rank of a score is defined as the percentage of scores lying below the given score. - provides a quick and convenient means to determine individual achievement compared with others of the similar background.

Table of Specifications

- two-way grid indicating the topics to be covered in an assessment and the things students should be able to do with those topics

**Affective characteristics that could be measured in PE

-Attitude toward physical-activity -Activity interests -Motivation -Self-concept -Social competence -Sense of fair play -Enjoyment

**Selection of test items

1 Provide clear instructions 2. Avoid trick questions/ trivial details 3. Balance use of gender across items 4. Balance use of ethnicity 5. Avoid stereotypes

**4 steps of administering the written test

1) Assembling the test= - Having your questions and grouping them together - Ex: group you're multiple choice or group matching, etc. 2) Giving the test= - Focus on the area= with cooler classroom or good lighting - Making sure students know that can't do certain things before the test - Ex: not being able to wear a hat 3) Grading the test= - A week should be the max for getting back the grades to the students 4) Testing students with disabilities

How to plan the written test (3 steps)

1) Match test items to objective 2) Consider the Taxonomy of Educational Objectives 3) Use Table of Specifications

**Taxonomy of Educational Objectives (from Lowest level/ Most common to the Highest level/ Least common)

1) Remember/ Knowledge 2) Understanding/ Comprehension 3) Apply/ Application 4) Analyze/ Analysis 5) Evaluate/ Synthesis 6) Create/ Evaluation/ Application

Three components to a multiple-choice question

1) Stem=identifies the question or problem, and a set of alternatives or possible answers 2) Distractors= plausible but incorrect answers to the question. 3) Answer

**Components of the Game Performance Assessment Instrument (GPAI)

1) base 2) decision-making skills 3) skill execution 4) support 5) guard/ mark 6) cover 7) adjust

**Steps to developing Standards Based PE

1)Know/Understand State/National Standards or Goals 2)Develop Standards Based Curriculum 3)Develop Standards Based Lesson Plans 4)Develop Appropriate Level Descriptions 5)Develop Accurate and Sound Assessments

5 Dimensions of Quality Assessments

Clear Purpose - Why? Who and How will the results be used? Clear Targets - Achievement expectations are defined. Sound Design - Balance between most accurate and practical Effective Communication - results are shared to the intended users Student Involvement - feedback, self-assessment, progress track

**Stages of Change Instrument (Marcus et al., 1992)

Definition/ purpose: - Also known as the transtheoretical model - Developed to describe different stages involved in acquiring and maintaining behavior. Stages: 1) Pre-contemplation= no intention to change 2) Contemplation= intention to change and increasing the pros 3) Preparation= preparing to change and commiting to a plan 4) Action= involved in behavior change 5) Maintenance= sustained behavior change

**Semantic Differential Scale (definition; scoring procedures; advantages and disadvantages) like a rating scale

Definition: - Offers two diametrically opposed alternatives at respective ends of a continuum, with various steps in between. - Sometimes referred to as the Bipolar adjective scale. - The Semantic Differential Scale differs from the two previous scales mainly in that it does not use affective statements. - Instead, a word or phrase referring to the person, object, policy, or thing in question presented, along with a list of adjectives that have opposite meanings. Ex: good/bad, happy/sad, high/low, and so on. Scoring procedures: - Values are summed, and a mean is derived. - A score of 3.5 or higher reflects a positive attitude; scores less than 3.5 reflect negative attitudes. Advantages: 1) scale can be adapted for use in a variety of settings 2) the structure allows the evaluation of several different concepts using the same form 3) the form can be adapted for scoring with a scantron Disadvantages: 1) selecting appropriate bipolar adjectives can be tedious and difficult. 2) without a scantron sheet, the scoring can be time-consuming and prone to error.

**Two-point Scale (definition; scoring procedures; advantages and disadvantages) like a checklist

Definition= - It's a scale based on yes or no questions, and agree or disagree questions. - This scale is also known as the Force Choice Scale because you only have two choices. Scoring procedures= - Usually, a positive response is +1 and a negative is -1 or 0 -Using the 0 enables easier interpretation if they are subjected to statistical analyses. Advantages: 1) easier to understand rather than other scales. 2) force choice format provides a more accurate indication of the attitudinal preference. 3) the chances are small for students to misunderstand or accidentally pick the wrong answer. Disadvantages: 1) many people don't like picking sides that can reflect the validity result. 2) the checklist does not reflect any level of agreement or disagreement.

**Likert Scale (definition; scoring procedures; advantages and disadvantages) like a rating scale

Definition= - Series of attitude statements about some person, object, policy, or thing. - Respondents agree or disagree with a number of affective statements - Each step of agreement or disagreement is assigned a predetermined numerical value. Totaling the values then suggests whether the individual's attitude is favorable or unfavorable. - The most common Likert Scale offers five to seven places along a continuum of descriptors at which respondents can mark a feeling - Slight advantage in having an even rather than odd number because the even number of response locations eliminates the neutral choice. Scoring procedures= - In a positively worded statement, you will label the descriptors from 5 to a 1 - In a negatively worded statement, you will label the descriptors from 1 to a 5 Advantages: 1) easy to interpret and administer. 2) you can use a scantron sheet to code or record the answers. 3) the scale adapts to most attitudinal situations 4) Slight advantage in having an even rather than odd number because the even number of response locations eliminates the neutral choice. Disadvantages: 1) easier for the respondent to mislead the teacher. 2) the distance between the points on the scale does not represent equal changes in attitude toward a particular affective statement. ex: don't know the difference between strongly agree and agree 3) you need to demonstrate how the scale is valid and reliable

**Issues in grade determination

- Educational objectives vs. student responsibilities: *grades should be rewarded on the basis of performance and progress of stated educational objectives *grading on effort and participation is too subjective - Psychomotor domain vs. HRF domain: *should one be more important than the other? *many teachers feel HRF is more important - improvement vs. achievement: *grading on improvement stems from a teacher's desire to reward effort in class *grading improvement has drawbacks such as; being very time-consuming to grade, you will have inconsistent data if students don't know the material, and being unfair to those who are highly skilled - negative vs. positive point system: *Students should earn points (add/positive) compared to starting with a certain amount and then you can lose points (subtract/negative) - failing grades vs. social promotion: *one of the more emotional issues, is having a failing student - teaching for testing vs. teaching for learning: *it is recommended that PE programs use standardized testing procedures for guidelines of program development and should not teach for the test - single observation vs. multiple observation for gradings *a PE teacher should not rely on only one method of evaluation or assessment to determine an overall grade - process vs. product: *This is a difficult issue to resolve *process involves activity and participation rather than scores and awards (these teachers tend to give good grades to poor performers) *product teachers give more weight to the final score or outcome of the performance - grade inflation:

**2)Develop Standards Based Curriculum

- Elementary, Junior High and High School - Standards-Based Physical Education Curriculum Development by Lund & Tannehill

**Reasons to grade in PE

- Grades communicate information. - Grades indicate student performance. - Criterion-referenced tests make it easier to assign grades. - Grading supports desired image of rigor keeps in Physical Education. - Alternative assessments provide more viable options in grading. - Physical Education should strive to be in the educational mainstream by grading like other subject disciplines.

**Zero discrimination

- No difference between students who did really well or poorly

Grade Inflation

- Occurs when there disproportioned number of high grades relative to the number of low grades assigned to students. - The grade that a student receives should be based on the level of student achievement on the stated performance objectives for the class.

**5)Develop Accurate and Sound Assessments

- PE Metrics - assessments developed around the National Standards - 5 Dimensions of Quality Assessments

**Reasons to not grade in PE

- PE is not an academic subject. - Grading is extremely time consuming. - PE teachers are unreliable in grading (conflicts). - Professional training for physical educators is lacking in assessment. - Grades can discourage children. - Grades mean different things to different teachers.

**Measuring Activity Interests of Participants

- Program planners - Administer interest survey *All possible activities *Every other year - Students want to feel they have some input *still need to introduce new activities -Hill Article in the "Supplemental Readings" *

**Considerations for testing

- Provide encouragement and maximum effort. - Know your students. - Perform good demonstrations. - Avoid embarrassing situations. - Create a non-threatening environment. - Experience the test (teachers). - Recognize contraindicated activities.

**Uses of psychomotor tests

- Provide valid measurements. - Classify students. - Include items as a part of a more comprehensive set of tests. - Assess performance to predict potential in particular activities. - Motivate students to higher levels of skills performance.

**How to analyze the test and test items

- Quantitative Item Analysis= difficulty Index and discrimination Index - Qualitative Item Analysis

Reporting student performance

- Report Card - Student Portfolio - Personal Letter - Conferences - Graphic Profiles

Examples of psychomotor and skill-related fitness tests

- Soccer control dribbling test= you are timed to dribble the soccer ball in a certain pattern around the gym. - Illinois Agility Run= you start on the ground then on your movement the timer begins and you have to run down and back around the cones/zig-zag down back through the cones/ and then run down and back around the cones. - Basketball speed shot= you have poly spots around the inside of the three-point line and you have a minute to get as many hits on the rim or made baskets as your can. - Standing long jump= you stand still in a ready position and bend your knees and get as much power as you can to push yourself as far forward as you can.

**Alternative Assessment Strategies to Assess the Affective Domain

- Student logs - Direct Observation - Anecdotal Records= are sequential, brief reports that record a teacher's observation of a student's behavior. - Checklists - Rating Scales

**Negative discrimination

- Students who did really poorly on the exam answered this question correctly more often than the students who did well on the exam.

**Positive discrimination

- Students who did really well on the exam answered this question correctly more often than the students who did poorly on the exam.

**Qualitative Item Analysis

- Whereas quantitative analysis is based on computations and numerical indexes -Qualitative Analysis: evaluates the basis of matching questions to objectives and editing items that are poorly written

Trials Successfully Completed (criterion-referenced)

- a common standard in criterion-referenced grading is a percentage of items correct or trials successfully completed ex: to receive an A on the test a student would need a 90%, or 90 out of 100

Contract Grading (criterion-referenced)

- allows students to progress at different rates toward predetermined goals. - grading can be much more positive and meaningful experience if students are able to establish the pace at which they want to move toward a goal

**Completion item (advantages and disadvantages and recommendations)

Advantages: -Easy to write -Reduces guessing -Student has to recall rather than recognize Disadvantages: -Complicates grading -Subjective judgments -Tests only isolated facts Recommendations: -Single word -Limit the blanks -Make sure the blanks are all the same length

**Multiple Choice (advantages and disadvantages and recommendations)

Advantages: -Higher cognitive levels -Easy to grade Disadvantages: -Isolated facts -Time-consuming and difficult to prepare Recommendation : -Write stems in positive terms -3 to 4 distractors plus an answer -Use "none of the above" or "all of the above" or b and c sparingly -Distractors and answers should be the same length -Near equal frequency (a, b, c, d) -Don't give a correct answer for a question in the stem of another question

**Essay questions (advantages and disadvantages and recommendations)

Advantages: -Quick to construct -Guessing is eliminated Disadvantages: -Subjectivity of the grader -Student hand-writing can be messy -The halo effect -Fatigue (student/ teacher) Recommendations: -Set of restrictions on length -Use a restricted range question -Specify in advance the expectations for a response -Scoring scheme should be used for consistency (rubric) -Hide the student's name -Grade everyone's essay question before moving on to the next. -Read through them first -Regrade some later -Don't give a choice of essay questions.

**True/False (advantages and disadvantages and recommendations)

Advantages: -No time-consuming to write -Easy to score -Can cover a wide range of material Disadvantages: -Encouraging guessing -Tests only isolated facts (knowledge level) Recommendations: -Clearly define how they should make the answer -Make sure all T/F statements are the same length (true statements tend to be longer so use relatively short statements) -Provide the same # of T & F questions (maybe 1 or 2 more F) -Make sure statements are clearly true or false (choice of words - never, always, sometimes, often)

**Matching (advantages and disadvantages and recommendations)

Advantages: -Same as True/False -No time-consuming to write -Easy to score -Can cover a wide range of material Disadvantages: -Only tests the student's recognition of the material Recommendations: -Lists include similar items (names, terms, dates) -The opposition list should include more items than the description list -Arranged in some systematic (alphabetically) -Each description item should be number and each option item should be a letter

**Short Answer (advantages and disadvantages and recommendations)

Advantages: -Same as completion items Disadvantages: -Same as completion items Recommendations: -Clear correct answer (wording of question) -Short responses (Lists or a few sentences)

**Components of skill-related physical fitness and definitions

Agility= ability to rapidly and accurately change the position of the body. Balance= the maintenance of equilibrium while stationary or moving. Coordination= ability to simultaneously perform multiple motor tasks smoothly and accurately. Power= ability to exert maximum force in a minimum length of time. Speed= ability to perform the movement in a short period of time. Reaction time= duration between the stimulation and the response to the stimulation.

**1)Know/Understand State/National Standards or Goals

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns. Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others. Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Which of the following is not considered a part of the affective domain?

ability to hit a golf ball consistently.

Which of the following is a reason not to grade?

all of the above are reasons not to grade