MEASUREMENT AND EVALUATION

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MEASUREMENT AND EVALUATION
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IMPORTANCE AND PURPOSE OF MEASUREMENT AND
EVALUATION IN HUMAN PERFORMANCE
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DEFINITIONS

• MEASUREMENT - COLLECTION OF INFORMATION ON WHICH
  A DECISION IS BASED
• EVALUATION - THE USE OF MEASUREMENT IN MAKING
  DECISIONS

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• INTERDEPENDENT CONCEPTS AS EVALUATION IS A
  PROCESS THAT USES MEASUREMENTS AND THE PURPOSE OF
  MEASUREMENT IS TO ACCURATELY COLLECT INFORMATION
  USING TESTS FOR EVALUATION
• IMPROVED MEASUREMENT LEADS TO ACCURATE
  EVALUATION
• GARBAGE IN, GARBAGE OUT

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OBJECTIVE VERSUS SUBJECTIVE TEST CONTINUUM

• OBJECTIVE TEST - 2 OR MORE PEOPLE SCORE THE SAME
  TEST AND ASSIGN A SIMILAR GRADE
• DEFINED SCORING SYSTEM AND TRAINED TESTERS
  INCREASES OBJECTIVITY
• HIGHLY SUBJECTIVE TEST LACKS A STANDARDIZED
  SCORING SYSTEM

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EVALUATION

• COLLECT SUITABLE DATA (MEASUREMENT)
• JUDGE THE VALUE OF THE DATA ACCORDING TO SOME
  STANDARD
• (I.E., CRITERION-REFERENCED STANDARD OR
  NORM-REFERENCED STANDARD)
• MAKE DECISIONS BASED ON THE DATA

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FUNCTIONS OF MEASUREMENT AND EVALUATION
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• PLACEMENT in classes/programs or grouping based
  on ability
• DIAGNOSIS of weaknesses
• EVALUATION OF ACHIEVEMENT to determine if
  individuals have reached important objectives

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• PREDICTION of an individuals level of
  achievement in future activities or predict one
  measure from another measure
• PROGRAM EVALUATION
• MOTIVATION

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FORMATIVE AND SUMMATIVE EVALUATION
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FORMATIVE EVALUATION

• JUDGMENT OF ACHIEVEMENT DURING THE PROCESS OF
  LEARNING OR TRAINING
• PROVIDES FEEDBACK DURING THE PROCESS TO BOTH THE
  LEARNER/ATHLETE AND TEACHER/COACH
• WHAT IS SUCCESSFUL AND WHAT NEEDS IMPROVEMENT

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SUMMATIVE EVALUATION

• JUDGMENT OF ACHIEVEMENT AT THE END OF AN
  INSTRUCTIONAL UNIT OR PROGRAM
• TYPICALLY INVOLVES TEST ADMINISTRATION AT THE END
  OF AN INSTRUCTIONAL UNIT OR TRAINING PERIOD
• USED TO DECIDE IF BROAD OBJECTIVES HAVE BEEN
  ACHIEVED

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STANDARDS FOR EVALUATION
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EVALUATION IS THE PROCESS OF GIVING MEANING TO A
MEASUREMENT BY JUDGING IT AGAINST SOME STANDARD
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• CRITERION-REFERENCED (C-R) STANDARD IS USED TO
  DETERMINE IF SOMEONE HAS ATTAINED A SPECIFIED
  STANDARD
• NORM-REFERENCE (N-R) STANDARD IS USED TO JUDGE AN
  INDIVIDUALS PERFORMANCE IN RELATION TO THE
  PERFORMANCES OF OTHER MEMBERS OF A WELL-DEFINED
  GROUP

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• CRITERION-REFERENCED (C-R) STANDARDS ARE USEFUL
  FOR SETTING PERFORMANCE STANDARDS FOR ALL
• NORM-REFERENCED (N-R) STANDARDS ARE VALUABLE FOR
  COMPARISONS AMONG INDIVIDUALS WHEN THE SITUATION
  REQUIRES A DEGREE OF SENSITIVITY OR
  DISCRIMINATION IN ABILITY

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• NORM-REFERENCED STANDARDS
• - DEVELOPED BY TESTING A LARGE GROUP OF
  PEOPLE
• - USING DESCRIPTIVE STATISTICS TO DEVELOP
  STANDARDS
• - PERCENTILE RANKS ARE A COMMON NORMING
  METHOD
• MAJOR CONCERN - GROUP
• CHARACTERISTICS USED TO DEVELOP NORMS MAY NOT
  RESULT IN DESIRABLE NORMS EXAMPLES WITH BODY
  COMPOSTION AND BLOOD CHOLESTEROL LEVELS WERE
  AVERAGE MAY NOT BE DESIRABLE

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• CRITERION-REFERENCED STANDARDS
• - PREDETERMINED STANDARD OF PERFORMANCE SHOWS
  THE INDIVIDUAL HAS ACHIEVED A DESIRED LEVEL
  OF PERFORMANCE
• - PERFORMANCE OF INDIVIDUAL IS NOT COMPARED
  WITH THAT OF OTHER INDIVIDUALS
• COMMON PRACTICE TO APPLY A CRITERION-REFERENCED
  STANDARD TO A NORM-REFERENCED TEST

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DETERMINING ACCURACY OF CRITERION-REFERENCED
(C-R) STANDARDS

• ACCURACY EXAMINED BY USING A 2 X 2 CONTIGENCY
  TABLE
• C-R TEST RELIABILITY EXAMINES THE CONSISTENCY OF
  CLASSIFICATION

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LIMITATIONS OF CRITERION-REFERENCED (C-R)
STANDARDS

• NOT ALWAYS POSSIBLE TO FIND A CRITERION THAT
  EXPLICITLY DEFINES MASTERY, PARTICULARLY IN SOME
  SKILLS

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LIMITATIONS OF CRITERION-REFERENCED (C-R)
STANDARDS

• ACCURACY OF C-R TEST VARIES WITH THE POPULATION
  BEING TESTED

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• EXAMPLE
• ACCURACY OF EXERCISE STRESS TEST VARIES WITH THE
  DISEASE PREVALENCE IN THE GROUP STUDIED (I.E.,
  PERCENTAGE OF PATIENTS WHO TRULY HAVE CORNOARY
  ARTERY DISEASE

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MODELS OF EVALUATION
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EDUCATIONAL MODEL
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ADULT FITNESS MODEL
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