1. Review: Alternative Assessments Alternative/Authentic assessment Real-life setting Performance based Techniques: Observation Individual or Group Projects Portfolios Exhibitions Student Logs or Journals

2. Developing alternative assessments Determine purpose Define the target Select the appropriate assessment task Set performance criteria Determine assessment quality

3. Review: Grading Grading process: Making grading fair, reliable, and valid Determine defensible objectives Ability group students Construct tests which reflect objectivity No test is perfectly reliable Grades should reflect status, not improvement Do not use grades to reward good effort Consider grades as measurements, not evaluations Objectives of instruction Test selection and administration Results compared to standards Final grades

4. Cognitive Assessments Physical Fitness Knowledge HPER 3150 Dr. Ayers Physical Fitness Knowledge

5. Test Planning Types Mastery (driver’s license) Achievement (mid-term)

6. Table of Specifications (content-related validity) Content Objectives history, values, equipment, etiquette, safety, rules, strategy, techniques of play Educational Objectives (Blooms’ taxonomy, 1956) knowledge, comprehension, application, analysis, synthesis, evaluation

7. Table of Specifications for a 33 Item Exercise Physiology Concepts Test (Ask-PE, Ayers, 2003) T of SPECS-E.doc

8. Test Characteristics When to test Often enough for reliability but not too often to be useless How many questions (p. 185-6 guidelines) More items yield greater reliability Format to use (p. 186 guidelines) Oral (NO), group (NO), written (YES) Open book/note, take-home: (dis)advantages of both Question types Semi-objective (short-answer, completion, mathematical) Objective (t/f, matching, multiple-choice, classification) Essay

9. Semi-objective Questions Short-answer, completion, mathematical When to use (factual & recall material) Weaknesses Construction Recommendations (p. 190) Scoring Recommendations

10. Objective Questions True/False, matching, multiple-choice When to use (M-C: MOST IDEAL) FORM7 (B,E).doc Pg. 196-203: M-C guidelines Construction Recommendations (p. 191-200) Scoring Recommendations

11. Cognitive Assessments I Explain one thing that you learned today to a classmate

12. Review: Cognitive Assessments I Test types MasteryAchievement Table of Specifications (value, use, purpose) Questions Types Semi-objective: short-answer, completion, mathematical Objective: t/f, match, multiple-choice Essay (we did not get this far)

13. Figure 10.1 The difference between extrinsic and intrinsic ambiguity (A is correct) Too easy Extrinsic ambiguity (weak Ss miss) Intrinsic Ambiguity (all foils = appealing)

14. Essay Questions When to use (definitions, interpretations, comparisons) Weaknesses Scoring Objectivity Construction & Scoring recommendations (p. 205-7)

15. Administering the Written Test Before the Test During the Test After the Test

16. Characteristics of Good Test Items Leave little to "chance" Reliable Relevant Valid Average difficulty Discriminate Gotten correct by more knowledgeable students Missed by less knowledgeable students Time consuming to write

17. Quality of the Test Reliability and Validity Overall Test Quality Individual Item Quality

18. Item Analysis Used to determine quality of individual test items Item Difficulty Percent answering correctly Item Discrimination How well the item "functions“ Also how “valid” the item is based on the total test score criterion

19. Item Difficulty 0 (nobody got right) – 100 (everybody got right) Goal=50%

20. Item Discrimination <20% & negative (poor)20-40% (acceptable) Goal > 40%

21. Figure 10.4 The relationship between item discrimination and difficulty

22. Sources of Written Tests Professionally Constructed Tests (FitSmart, Ask-PE) Textbooks (McGee & Farrow, 1987) Periodicals, Theses, and Dissertations

23. Questionnaires Determine the objectives Delimit the sample Construct the questionnaire Conduct a pilot study Write a cover letter Send the questionnaire Follow-up with non-respondents Analyze the results and prepare the report

24. Constructing Open-Ended Questions Advantages Allow for creative answers Allow for respondent to detail answers Can be used when possible categories are large Probably better when complex questions are involved Disadvantages Analysis is difficult because of non-standard responses Require more respondent time to complete Can be ambiguous Can result in irrelevant data

25. Constructing Closed-Ended Questions Advantages Easy to code Result in standard responses Usually less ambiguous Ease of response Disadvantages Frustration if correct category is not present Respondent may chose inappropriate category May require many categories to get ALL responses Subject to possible recording errors

26. Factors Affecting the Questionnaire Response Cover Letter Be brief and informative Ease of Return You DO want it back! Neatness and Length Be professional and brief Inducements Money and flattery Timing and Deadlines Time of year and sufficient time to complete Follow-up At least once (2 about the best response rate you will get)

27. The BIG Issues in Questionnaire Development Reliability Consistency of measurement Validity Truthfulness of response Representativeness of the sample To whom can you generalize?

28. Cognitive Assessments II Ask for clarity on something that challenged you today