chapter 13 alternative approaches to measurement and subjective measurement

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  • Chapter 13Alternative Approaches to Measurement and Subjective Measurement

  • Authentic AssessmentSkill, performance, or task evaluations that are conducted in realistic, true-to-life environments Observationswhile students/athletes are actually playing a game or while employees are actually workingEcological validity; a skills test resembles the actual game being played.

  • Alternative Assessment InstrumentsRubrics:Primary trait: Assess very specific actionsHolistic: Assess a combination of actions that comprise a more complex actionQuestionnaires

  • Rubrics for Physical EducationSee Rubrician.com, the official website for links to rubrics:http://www.rubrician.com/physical.htm

  • Questions to Ask When Developing RubricsAre these skills, performances, or knowledge worth taking time and resources to assess?Do the scoring rubrics appear valid?Does everyone clearly understand the goal?Are the scoring criteria clear?Are the rubrics reliable? Objective?How well does the assessment match the skills being assessed?(continued)

  • More Questions to Ask When Developing RubricsCan this assessment be put to practical use?How crucial is the concept of the item at the top level of the rubric to the mastery of knowledge, skill, or performance?How much time was spent on the concept or unit?What are the age and ability level of the students?What amount of exposure to the concept, skill, or performance have the students experienced?

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

  • Common Errors inUsing RubricsHalo effectReverse halo effectCompression of the rating scale (scores at the high and low extremes are rarely used)

  • Designing a QuestionnaireHave a clear purpose statement, to guide selection of questions.Be as clear as possible, to avoid misinterpretation.Plan for its administration and evaluation.

  • Portion of a Questionnaire/Survey of Former Athletes

  • Alternative Assessment TechniquesSystematic observation:First identify behaviors of primary interest.Then record the presence/absence of the behaviors and time engaged in them.Interviews:A useful method of data collection.

  • Sample Systematic Observation Form:PE Student Teacher Behavior Assessment

  • Measuring the Affective DomainMeasures of qualities such as values, interests, and emotional responses.Types of measures:Ratings scalesBorg rating of perceived exertion (RPE)Myers-Briggs personality ratingsSport Competition Anxiety Test questionnaire

  • Ratings ScalesLikert scaleDiscrete scaleContinuous scale

  • Likert Scales

  • Myers-Briggs Personality FactorsAttitude: Introvert or ExtravertPerceiving: Intuition or SensingJudgment: Thinking or FeelingLifestyle: Judging or Perceiving

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

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

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