Chapter 13 Alternative Approaches to Measurement and Subjective Measurement.

Chapter 13Chapter 13

Alternative Approaches Alternative Approaches to Measurement and to Measurement and

Subjective MeasurementSubjective Measurement

Authentic AssessmentAuthentic Assessment

• Skill, performance, or task evaluations Skill, performance, or task evaluations that are conducted in realistic, true-to-life that are conducted in realistic, true-to-life environments environments

• ObservationsObservations——while students/athletes while students/athletes are actually playing a game or while are actually playing a game or while employees are actually workingemployees are actually working

• Ecological validity; Ecological validity; a skills test resembles a skills test resembles the actual game being played.the actual game being played.

Alternative Assessment Alternative Assessment InstrumentsInstruments

• Rubrics:Rubrics:– Primary trait: Assess very specific Primary trait: Assess very specific

actionsactions– Holistic: Assess a combination of Holistic: Assess a combination of

actions that comprise a more actions that comprise a more complex actioncomplex action

• QuestionnairesQuestionnaires

Rubrics for Physical EducationRubrics for Physical Education

• See Rubrician.com, “the official See Rubrician.com, “the official website for links to rubrics”:website for links to rubrics”:

http://www.rubrician.com/physical.htm

Questions to Ask Questions to Ask When Developing RubricsWhen Developing Rubrics

• Are these skills, performances, or knowledge Are these skills, performances, or knowledge worth taking time and resources to assess?worth taking time and resources to assess?

• Do the scoring rubrics appear valid?Do the scoring rubrics appear valid?• Does everyone clearly understand the goal?Does everyone clearly understand the goal?• Are the scoring criteria clear?Are the scoring criteria clear?• Are the rubrics reliable? Objective?Are the rubrics reliable? Objective?• How well does the assessment match the skills How well does the assessment match the skills

being assessed?being assessed?(continued)(continued)

More Questions to Ask More Questions to Ask When Developing RubricsWhen Developing Rubrics

• Can this assessment be put to practical use?Can this assessment be put to practical use?• How crucial is the concept of the item at the top How crucial is the concept of the item at the top

level of the rubric to the mastery of knowledge, level of the rubric to the mastery of knowledge, skill, or performance?skill, or performance?

• How much time was spent on the concept or unit?How much time was spent on the concept or unit?• What are the age and ability level of the students?What are the age and ability level of the students?• What amount of exposure to the concept, skill, or What amount of exposure to the concept, skill, or

performance have the students experienced?performance have the students experienced?

Your ViewpointYour Viewpoint

• You are developing a rubric for a youth You are developing a rubric for a youth soccer league. What items, skills, and soccer league. What items, skills, and knowledge do you include? What are the knowledge do you include? What are the scoring criteria?scoring criteria?

• You are developing a rubric for a water You are developing a rubric for a water aerobics class attended primarily by senior aerobics class attended primarily by senior citizens. What items, skills, and knowledge citizens. What items, skills, and knowledge do you include? What are the scoring do you include? What are the scoring criteria?criteria?

Common Errors inCommon Errors inUsing RubricsUsing Rubrics

• Halo effectHalo effect

• Reverse halo effectReverse halo effect

• Compression of the rating scale Compression of the rating scale (scores at the high and low (scores at the high and low extremes are rarely used)extremes are rarely used)

Designing a QuestionnaireDesigning a Questionnaire

• Have a clear purpose statement, to Have a clear purpose statement, to guide selection of questions.guide selection of questions.

• Be as clear as possible, to avoid Be as clear as possible, to avoid misinterpretation.misinterpretation.

• Plan for its administration and Plan for its administration and evaluation.evaluation.

Portion of a Questionnaire/Survey Portion of a Questionnaire/Survey of Former Athletesof Former Athletes

Alternative Assessment Alternative Assessment TechniquesTechniques

• Systematic observation:Systematic observation:– First identify behaviors of primary First identify behaviors of primary

interest.interest.– Then record the presence/absence of Then record the presence/absence of

the behaviors and time engaged in the behaviors and time engaged in them.them.

• Interviews:Interviews:– A useful method of data collection.A useful method of data collection.

Sample Systematic Observation Form:Sample Systematic Observation Form:PE Student Teacher Behavior AssessmentPE Student Teacher Behavior Assessment

Measuring the Affective DomainMeasuring the Affective Domain

• Measures of qualities such as values, Measures of qualities such as values, interests, and emotional responses.interests, and emotional responses.

• Types of measures:Types of measures:– Ratings scalesRatings scales– Borg rating of perceived exertion (RPE)Borg rating of perceived exertion (RPE)– Myers-Briggs personality ratingsMyers-Briggs personality ratings– Sport Competition Anxiety Test questionnaireSport Competition Anxiety Test questionnaire

Ratings ScalesRatings Scales

• Likert scaleLikert scale

• Discrete scaleDiscrete scale

• Continuous scaleContinuous scale

Likert ScalesLikert Scales

Myers-Briggs Personality Myers-Briggs Personality FactorsFactors

• Attitude: Introvert or ExtravertAttitude: Introvert or Extravert• Perceiving: Intuition or SensingPerceiving: Intuition or Sensing• Judgment: Thinking or FeelingJudgment: Thinking or Feeling• Lifestyle: Judging or PerceivingLifestyle: Judging or Perceiving

Personality descriptions help us understand Personality descriptions help us understand how students with different personality types how students with different personality types are likely to receive instruction and react to are likely to receive instruction and react to instructor’s style.instructor’s style.

Your ViewpointYour Viewpoint

• What type of personality are you?What type of personality are you?

• How will you deal with students/ How will you deal with students/ clients/athletes who have personality clients/athletes who have personality types that are very different from types that are very different from yours?yours?