MEASUREMENT AND EVALUATION IMPORTANCE AND PURPOSE OF MEASUREMENT AND EVALUATION IN HUMAN...
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Transcript of MEASUREMENT AND EVALUATION IMPORTANCE AND PURPOSE OF MEASUREMENT AND EVALUATION IN HUMAN...
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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 individual’s 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 INDIVIDUAL’S 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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QUESTIONS OR COMMENTS??