Measurement and Evaluation Exam 3

Ch 4: A test that accurately measures the attribute that it is designed to measure is said to have:

a. Validity

b. Objectivity

c. Reliability

d. Standardization

e. Subjectivity

a. Validity

Ch 4: Utilizing the alternate form method to determine reliability requires that:

a. Intervals between test administrations should be long

b. Intervals between test administrations should be nonexistent

c. It really does not make any difference

d. Intervals between test administrations should be short

e. Only one test administration is needed

d. Intervals between test administrations should be short

Ch 4: Which of the following is not one of the types of validity presented in the textbook?

a. Content validity

b. Criterion-related validity

c. Construct validity

d. Quantitative validity

e. All of the above

d. Quantitative validity

Ch 4: The higher the correlation coefficient in a test for concurrent validity, the stronger the rationale is for the new test.

a. True

b. False

a. True

Ch 4: The "learning effect" may mislead individuals regarding reliability of a particular test.

a. True

b. False

a. True

Ch 4: To determine the reliability of a test, at least:

a. One set of scores must be obtained

b. Two sets of scores must be obtained

c. Three sets of scores must be obtained

d. Four sets of scores must be obtained

e. Five sets of scores must be obtained

b. Two sets of scores must be obtained

Ch 4: The first characteristic of a test to be measured would be:

a. Subjectivity

b. Validity

c. Objectivity

d. Difficulty

e. Reliability

c. Objectivity

Ch 4: The more subjective the test is:

a. The lower the objectivity coefficients

b. Reliability is high

c. Validity is low

d. Objectivity coefficients are not affected by degree of subjectivity

e. The higher the objectivity coefficients

a. The lower the objectivity coefficients

Ch 4: A high correlation coefficient derived while attempting to establish validity suggest:

a. Correlation coefficient is not the result of testing for concurrent validity

b. Evidence of subjective validity

c. A weaker rationale for validity

d. A strong rationale for validity

d. A strong rationale for validity

Ch 4: Which of the following would not be associated with criterion-related validity?

a. Predictive validity

b. Expert panel of judges

c. Concurrent validity

d. Actual participation in a particular activity

e. Logical validity

e. Logical validity

Ch 4: Which of the following influences would be least likely to affect the reliability of the test?

a. Intellectual ability of the student

b. Environmental conditions in the area where students are tested

c. Practice trials

d. Instrument precision

e. Reliance of another's performance

a. Intellectual ability of the student

Ch 4: Construct validity can be determined by administering the same test to different groups to determine if there is a significant statistical difference in the scores between the groups.

a. True

b. False

a. True

Ch 4: __________ gives consistent results is said to posses.

a. Validity

b. Standardization

c. Reliability

d. Subjectivity

e. Objectivity

c. Reliability

Ch 4: Construct validity can be established using an expert panel of judges.

a. True

b. False

b. False

Ch 4: In the absence of objectivity, a testing instrument lacks reliability.

a. True

b. False

a. True

Ch 4: The alternate form reliability procedure requires the administration of two forms of the test.

a. True

b. False

a. True

Ch 4: Administering the same test to two groups of individuals who are known to differ significantly on a particular variable is a procedure utilized to determine:

a. Logical validity

b. Subjective validity

c. Predictive validity

d. Construct validity

e. Concurrent validity

d. Construct validity

Ch 4: Content validity is sometimes also referred to as:

a. Construct validity

b. Concurrent validity

c. Subjective validity

d. Logical validity

e. Predictive validity

d. Logical validity

Ch 4: An example of content validity occurs when an instructor assumes that the number of putt made out of 10 is an accurate reflection of the student's ability to putt.

a. True

b. False

a. True

Ch 4: The procedure to determine reliability that requires only one test administration is referred to as:

a. Subjective comparison reliability

b. Alternate form reliability

c. Test-retest form reliability

d. Split-half reliability

e. Precision comparison reliability

d. Split-half reliability

Ch 5: Alternative assessment is also sometimes referred to as authentic assessment.

a. True

b. False

a. True

Ch 5: Which of the following is rationale for alternative assessment?

a. Accountability

b. Weakness of standard testing procedures

c. Authenticity

d. All of the above

e. Only A and C

d. All of the above

Ch 5: Which statement is most true about levels (scale points) of rating scales?

a. A teacher should use different numbers of levels for various skill components (i.e., serve, volley, overhead smash in tennis) of the sport unit being assessed.

b. When even numbers of levels are used, the scores tend to regress to the middle

c. A rating scale should typically have three to seven levels of performances.

d. For a beginning teacher, six levels is an ideal number to use.

c. A rating scale should typically have three to seven levels of performances.

Ch 5: A scoring rubric should clearly communicate teacher expectations for student performance.

a. True

b. False

a. True

Ch 5: According to Herman, Aschbacher, and Winter (1996), which of the following is not a purpose of rubric?

a. Help teachers be accurate, unbiased, and consistent in scoring.

b. Grade assignments in a time-efficient manner.

c. Communicate goals and results to parents and others.

d. Help define excellence and plan how to help students achieve it.

e. Document procedures used in making important judgment about students.

b. Grade assignments in a time-efficient manner.

Ch 5: A collection of student work compiled over time is called:

a. A student project

b. A student log

c. An event

d. A portfolio

e. A student journal

d. A portfolio

Ch 5: Which of the following statements is most correct?

a. Authentic assessment is more likely to measure a student's ability to perform isolated game skills

b. Authentic assessment is a form of alternative assessment.

c. Alternative assessment is a form of authentic assessment.

d. Alternative assessment is more likely to measure a student's ability to perform isolated game skills

e. Alternative assessment and authentic assessment are unrelated.

b. Authentic assessment is a form of alternative assessment.

Ch 5: Which of the following is a rating scale?

a. Numerical

b. Analytic'

c. Holistic

d. All of the above

e. Only A and B

d. All of the above

Ch 5: An assessment is authentic if it actively applies cognitive tasks such as rules, strategy, and positioning that have been taught in gameplay.

a. True

b. False

a. True

Ch 5: Which statement is NOT true about developing checklist?

a. A checklist uses parallel language to describe the elements.

b. A checklist decides on behavior or skill to be assessed.

c. A checklist determines the top level of performance

d. A checklist determines how many elements to include

e. A checklist is useful in measuring narrow and concrete dimensions of basic skills

c. A checklist determines the top level of performance

Ch 5: An assessment is authentic if requires students to perform skills in a relatively closed and static environment.

a. True

b. False

b. False

Ch 5: An assessment is authentic if it enables student to perform as they would in a game.

a. True

b. False

a. True

Ch 5: Which statement is not true about rating scales?

a. It uses vivid language for each element

b. It revises as necessary

c. It decides on the behavior or skill to be evaluated

d. It determines how many levels of performance to include

e. It creates additional levels using parallel language

a. It uses vivid language for each element

Ch 5: Teachers much develop rubric for alternative assessment with care.

a. True

b. False

a. True

Ch 5: Affective and cognitive objectives should not be addressed with rating scales?

a. True

b. False

b. False

Ch 5: Asking students to use a checklist to provide as assessment for a classmate in a particular sport skill during a class period would be:

a. An event task

b. A student project

c. A portfolio

d. A teacher observation

e. A student journal

a. An event task

Ch 5: Traditional forms of assessment sometimes are not well matched to material being taught or do not measure what the teacher wants to assess.

a. True

b. False

a. True

Ch 5: According to guidelines presented by Wiggins (1998), rubrics should:

a. Provide core elements of a task that are easy to count and score.

b. Reward students for making a good effort.

c. Provide useful discrimination

d. Rely on comparative language

e. Emphasize the process of the relevant task

c. Provide useful discrimination

Ch 5: Compared to standardized tests, a disadvantage of alternative assessments is that it is typically time consuming to set up and administer.

a. True

b. False

b. False

Ch 5: If an alternative assessment is directly linked to instructional objectives, it is logical to assume:

a. The authenticity of the assessment

b. The validity of the assessment

c. The objectivity of the assessment

d. The reliability of the assessment

e. The rigor of the assessment

b. The validity of the assessment

Ch 5: Which of the following is not considered an alternative assessment strategy?

a. Student journal

b. Written tests

c. Student log

d. Event task

e. Portfolios

b. Written tests

Ch 7: Being able to maintain equilibrium while stationary or moving is referred to as ____.

a. Agility

b. Power

c. Coordination

d. Balance

e. Reaction time

d. Balance

Ch 7: Generally speaking, girls perform better boys during the elementary years on tests of dynamic balance.

a. True

b. False

a. True

Ch 7: There is often greater emphasis on the psychomotor domain in adult fitness programs than in K-12 school settings.

a. True

b. False

b. False

Ch 7: The more complex the movement pattern or sequence of patterns, the less the degree of coordination necessary for successful performance.

a. True

b. False

b. False

Ch 7: The ability to move through space in a steady and stable manner is referred to as static balance.

a. True

b. Flase

b. Flase

Ch 7: The component of physical fitness that is requisite for performing stability throughout the putting stroke is:

a. Balance

b. Coordination

c. Reaction time

d. Agility

e. Speed

a. Balance

Ch 7: Familiarizing students with test protocols and providing practice trials generally will improve performance.

a. True

b. False

a. True

Ch 7: The vertical jump and standing long jump tests are used to mainly measure:

a. Power

b. Speed

c. Agility

d. Coordination

e. Reaction time

a. Power

Ch 7: _________ is the ability to exert maximum force in a minimum length of time.

a. Coordination

b. Power

c. Speed

d. Balance

e. Agility

b. Power

Ch 7: The relationship between physical growth and agility in boys and girls during the primary grade level is best described as negative.

a. True

b. False

b. False

Ch 7: As children get older, reaction time generally:

a. Varies from boys to girls

b. Remains the same

c. Increases (get slower)

d. Decreases (get faster)

d. Decreases (get faster)

Ch 7: Performing a handstand with very little movement is an example of:

a. Strength

b. Agility

c. Power

d. Flexibility

e. Dynamic balance

e. Dynamic balance

Ch 7: A person who displays _______ can integrate multiple gross motor actions into a smooth movement patterns.

a. Power

b. Agility

c. Coordination

d. Equilibrium/balance

e. Reaction time

c. Coordination

Ch 7: Static balance, more so than dynamic balance, improves with age.

a. True

b. False

a. True

Ch 7: An optimal level of health-related physical fitness is a prerequisite to success in performing sport skills

a. True

b. False

b. False

Ch 7: Skill related physical fitness is sometimes referred to as a sports related physical fitness.

a. True

b. False

a. True

Ch 7: Soccer goalie making a sudden movement to prevent the soccer ball from entering the goal is displaying ________________.

a. Balance

b. Power

c. Speed

d. Reaction time

e. Coordination

d. Reaction time

Ch 7: Hitting a pitch baseball, serving a tennis ball, and hitting a golf ball or examples of skills that require _____________.

a. Coordination

b. Agility

c. Reaction time

d. Equilibrium/balance

e. Power

a. Coordination

Ch 7: The use of skills tests for a sports unit should not be considered as an instructional component of the unit.

a. True

b. False

b. False

Ch 7: Which of the following is not considered to be a component of skill related physical fitness?

a. Coordination

b. Speed

c. Agility

d. Balance

e. Muscular endurance

e. Muscular endurance

Ch 7: The relationship between a student's skill level in his/her interest in voluntary participation in physical activities is best described as:

a. Skewed

b. Unrelated

c. Negative

d. Curvilinear

e. Positive

e. Positive

Ch 7: Performing somersaults and twists off of the diving board are most characteristics of skills requiring:

a. Speed

b. Agility

c. Balance

d. Reaction time

b. Agility

Ch 7: The ability to perform a movement in a short period of time is referred to as ______.

a. Power

b. Coordination

c. Reaction time

d. Agility

e. Speed

e. Speed

Ch 7: Using tests as skill related fitness can be useful in assessing performance and predicting potential and different sport activities.

a. True

b. False

a. True

Ch 7: The ability to simultaneously perform multiple motor task smoothly and accurately is also called ____________.

a. Power

b. Balance

c. Agility

d. Speed

e. Coordination

e. Coordination

Ch 7: Many of the same factors that can impact performance of health-related physical fitness tests also affect skill-related physical fitness test performance.

a. True

b. False

a. True

Ch 7: Reviewing class scores on a skill test pertinent to a particular unit of instruction can be valuable in evaluating teaching effectiveness.

a. True

b. False

a. True

Ch 7: The calculated difference between the stimulation and the response to the stimulation is referred to as:

a. Agility

b. Speed

c. Reaction time

d. Power

e. Coordination

c. Reaction time

Ch 7: The ability to rapidly and accurately change the position of the body in space is called _________.

a. Agility

b. Speed

c. Power

d. Coordination

e. Balance

a. Agility

Ch 7: The component of skill related fitness that is most interrelated with other components is:

a. Speed

b. Reaction time

c. Power

d. Agility

e. Coordination

e. Coordination

Ch 12: Which of the following is not true when comparing activity programs in school and non-school settings?

a. Programs in non-school settings are continuous and year-round

b. Non-school programs focus mainly on adult population

c. School settings typically have greater resources resulting in better access to technology and equipment then available in non-school settings

d. Development of individualized programs is more practical and non-school settings

e. Participation in non-school settings is voluntary

c. School settings typically have greater resources resulting in better access to technology and equipment then available in non-school settings

Ch 12: Of the following, which test requires the greatest amount of proficiency on the part of the tester?

a. Body composition

b. Sit and reach

c. Mile run

d. Sit ups

e. 12 minute run.

a. Body composition

Ch 12: Which of the following is not a guideline for effective measurement and evaluation practices in the school setting?

a. Assessment should be based on clear objectives with distinct criteria for measuring student progress

b. Results of measurement and evaluation activities should be used for curricular planning with daily, weekly, and unit objectives

c. Use alternative assessment for evaluation of skill proficiencies

d. Results for fitness testing should be used for grading purpose

e. Use a wide variety of measurement and evaluation strategies for all learning domains

d. Results for fitness testing should be used for grading purpose

Ch 12: To assess the cognitive domain, which of the following could be used in a non-school setting?

a. Self motivation inventory

b. Informed consent form

c. Risk stratification

d. PAR-Q

e. None of the above could be used to assess the cognitive domain

e. None of the above could be used to assess the cognitive domain

Ch 12: Which domain is not generally considered when developing programs in non-school settings?

a. Cognitive domain

b. Health related physical fitness domain

c. Skill related physical fitness

d. Affective domain

e. Psychomotor domain

e. Psychomotor domain

Ch 12: Program goals can be dramatically different in the great variety of non-school settings.

a. True

b. False

a. True

Ch 12: To assess the affective domain, which of the following could be used in a non-school setting?

a. Risk stratification

b. Self-motivation inventory

c. PAR-Q

d. Informed consent form

b. Self-motivation inventory

Ch 12: Large classes impede the measurement and evaluation processes.

a. True

b. False

a. True

Ch 12: Norms are usually reported as the mean and percentile equivalents of performance scores on standardized test.

a. True

b. False

a. True

Ch 12: An individualized education program provides an integrated model for measurement and evaluation for a student with a disability.

a. True

b. False

a. True

Ch 12: The characteristics and interests of students have a little influence on test selection.

a. True

b. False

b. False

Ch 12: Assessment results can help guide instruction, evaluate lesson plans, and provide insight about curricular decisions.

a. True

b. False

a. True

Ch 12: If you wanted to develop normative information about the arm and shoulder girdle strength of the general population, it is recommended that you sample only:

a. Competitive gymnasts

b. Body builders

c. Swimmers

d. A "normal" population

e. Football players

d. A "normal" population

Ch 12: There is little need to consider the cognitive and affective domains when working in adult activity settings.

a. True

b. False

b. False

Ch 12: Major written test should be part of six week physical education units offered at the high school level.

a. True

b. False

a. True

Ch 12: When planning the measurement and evaluation activities, little attention should be paid to program objectives.

a. True

b. False

b. False

Ch 12: Exercise programs for adults usually require:

a. More individualized programming and more sophisticated testing

b. More individualized programming and less sophisticated testing

c. Less individualized programming and more sophisticated testing

d. Less individualized programming and less sophisticated testing

a. More individualized programming and more sophisticated testing

Ch 12: Daily physical education classes offered ample time for learning experiences associated with concepts of fitness.

a. True

b. False

a. True

Ch 12: Normative tables provide the means for students and teachers to compare performance with:

a. Criterion scores

b. A large representative population

c. A smaller representative population

d. Norms do not allow for comparison

b. A large representative population

Ch 12: The actual time period available to physical educators for testing is usually:

a. Not applicable to the subject matter setting

b. Too long

c. Longer than that of other academic classes

d. The same as other academic classes

e. Shorter than other academic classes

e. Shorter than other academic classes

Ch 12: In the Junior high school, if the units are less than two weeks in length, evaluation is usually formative in nature.

a. True

b. False

a. True

Ch 12: If you are interested in measuring the students performance on a test of running speed, you need to have them complete:

a. The 100-meter dash in the 100-yard dash

b. The 50-yard dash and the 100-yard dash

c. The 50-yard dash, the 100-yard dash, and the 220-yard dash

e. Only the 50-yard dash

e. Only the 50-yard dash

Ch 12: Even in the elementary school, periodic quizzes for grade 3-5 are appropriate for physical education classes.

a. True

b. False

a. True

Ch 12: Student interest surveys are not considered to be a measurement and evaluation strategy.

a. True

b. False

b. False

Ch 12: Which of the following would be considered a category for non-school activity settings?

a. Corporate

b. Community

c. Clinical

d. All of the above

e. Only A and C

d. All of the above

Ch 12: There is no single measurement and evaluation model that is appropriate to all elementary physical education settings.

a. True

b. False

a. True

Ch 12: The time dedicated throughout the year for testing physical education should comprise approximately:

a. 10%

b. 20%

c. 30%

d. 40%

e. 50%

a. 10%

Ch 12: Which of the following is considered to be a pre-screening tool for clients starting an exercise program?

a. Exercise log

b. PAR-Q

c. Heart rate assessment

d. RPE scale

e. Self Motivation Inventory

b. PAR-Q

Ch 12: The role of measurement and evaluation is less crucial in nonschool settings than it is in school-based programs.

a. True

b. False

b. False