Chapter 1 Measurement and Evaluation

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Chapter 1Measurement and Evaluation

• From Baumgartner et al.
• Up to "Public Health Initiatives"

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Measurement vs. Evaluation

• What is the difference between measurement and
  evaluation?
• It may sounds like petty semantics, but the
  differences are important
• ____________ the collection of information on
  which a decision is based
• ____________ the use of measurement in making
  decisions
• in other words, they inter-dependant on each
  other

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Relative importance of measurement and evaluation

• As mentioned on the first day, inaccurate
  evaluations can result from inaccurate
  measurements
• Need to be concerned about ________ (are test
  results repeatable?) and ___________ (does a test
  measure what it is supposed to?)
• First define the characteristic that you want to
  measure, then select the appropriate instrument
  to measure that characteristic
• Written tests, treadmills, heart rate monitors,
  rating scales, etc.

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Functions of measurement and evaluation

• Placement assignment of students to particular
  classes
• ____________ identification of areas of
  deficiency
• Evaluation of achievement determine if an
  individual has reached certain objectives
• Prediction prognosis for future performance
• Program evaluation results from participants can
  provide information about the quality of a
  program
• _________ test scores can provide encouragement

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Aspects of measurement

• Different types of measurements, depending on the
  characteristic you want to measure
• _________ numeric score (10.25 seconds)
• _________ non-numeric score (pass/fail)
• Tests can vary in how they are measured
• ___________ test scores when 2 or more people
  score the same test and assign similar scores
• Tests have a defined scoring system
• ___________ test scores when test scores are not
  repeatable
• May not have a defined scoring system

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Aspects of evaluation

• There are two general types of evaluation
• _________ evaluation judgment of achievement at
  the end of an instructional unit
• Teach a series of lessons, then evaluate when
  instruction is over
• Determines if the broad objectives of the
  instructional unit have been achieved
• ________ evaluation judgment of achievement
  conducted during the instructional unit
• Goal is to provide feedback about performance
• Divides the init of instruction into smaller
  units of learning, and evaluates each one

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Standards for evaluation

• After obtaining measurements, how do you
  interpret what the scores mean?
• Helpful to be able to compare them to something
• _______-referenced standard comparing a
  measurement to other members of the same group
  (such as age, gender)
• Scores are continuous variables (e.g., pounds)
• _______-referenced standard attainment of a
  certain level of achievement
• Scores are discrete variables (e.g., pass/fail)

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Norm-referenced standards

• Developed by testing a large number of people
  within a defined group (e.g. age, gender)
• Define a range of expected scores
• Then the score of a particular subject is ranked
  against others within the defined group
• For example, how fit is a particular 11-yr old
  boy?
• 1-mile run of 1131 for an 11-yr old boy is the
  25th percentile (within the standard scale, 25
  are slower, 75 are faster)
• This is a percentile rank (relative position of
  an individual within a defined group)

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Considerations when using norm-referenced
standards

• Only compares within a defined ________
• Not necessarily a good or healthy score
• e.g., average cholesterol for 40 49 yr old men
  is 214 mg/dl this is not considered a healthy
  score!
• Were enough scores obtained to be representative
  of all people within a defined group?
• Sometime small numbers of subjects are used to
  develop standards
• Subjects used to develop standards may not be
  representative of the defined group

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Differences between norm- and criterion-referenced
standards

• Scores from an individual are not ranked relative
  to others in criterion-referenced
• They are compared to a standard(s) indicative of
  desired/ undesirable performance
• In many cases, criterion-referenced standards are
  derived from norm-referenced tests
• Same test, but the evaluation is changed from a
  norm-referenced (e.g. percentile rank) score into
  criterion-referenced score (e.g. fit/not fit)

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Accuracy of criterion-referenced standards

• Since criterion-referenced scores are
  discontinuous
• How do you know this level of achievement is
  appropriate?
• External tests that compare actual achievement
  to test results

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Steps in the process of evaluation

• Collect suitable data (Measurement)
• Judge the data to some standard
• Make decisions based on the data
• Following these steps facilitates a rational
  decision
• How do you score a student?
• How do you rehabilitate an injury?
• How do you train someone to improve sports
  performance?

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Educational model of evaluation

• _________
• Define the objectives you want students to
  achieve
• _________
• Test to determine what the current status of
  knowledge/ achievement is
• ________
• Carry out lessons designed around the objectives

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Adult fitness model of evaluation

• _________ administer test(s) to determine
  current status
• Make sure subject is fit enough to be tested!
• Exercise _______ develop exercise plan based on
  level of fitness and goals
• Fitness Test (2) administer second set of
  test(s)