EDUCATIONAL MEASUREMENT IN Physical Education

PROF. DR. Pervez A. Shami Izaz-e-Fazeelat

A-1. REFLECTION ON ASSESSMENT (INDIVIDUAL TASK)All students are required to reflect their views

on the following: My definition of assessment is… I think teacher assess because … I am concerned about assessment because

… The most important objective of assessment

to me is … Some of the best examples of assessment I

have seen in practice are … Some types of assessment that would be

particularly useful in PE would be …

B-1. CLARIFYING DEFINITION OF ASSESSMENT (GROUP TASK)

Views/statements of group members and

comment Identify most similar statements Identify most different statements Identify most pertinent to assessment Define assessment Differentiate between Assessment and

Evaluation

TERMS Curriculum: Set of Planned activities to be

carried out in and outside the institution under taken individually or in groups.

Measurement: Process of obtaining numerical description of individual characteristics.

Assessment: Measurement of individual’s performance

Test: Set of questions, exercises or practical activities to measure the knowledge, skills & behavior.

Evaluation: Process to measure the achievement of activities/program.

B-2. CHANGING VIEWS ON ASSESSMENT

VIEW-1 Let me mince the words. Almost all educators feel that testing

is a necessary part of education. I wholly disagree- I do not think that testing is necessary, or useful, or even excusable. At best testing does more harm than good; at worst it hinders, distorts, and corrupt the learning process. Testers say that testing techniques are being continuously improved and can eventually be perfect. May be so- but no imaginable improvement in testing would overcome my objection to it. Our chief concern should not be to improve testing but to find ways to eliminate it. Teachers say that we test students to find out what they have learned so that we can better know how to help them learn more. This is about 95% untrue. There are two main reasons why we test: the first is to threaten them into doing what we want done, and the second is to give us a basis for handing out rewards and penalties on which the educational system must operate. Holt (1969)

VIEW-2 It is central argument that assessment should play a

critical part in any educational process. What ever learning takes place or is intended that it should take place, then it is reasonable for learner, the teacher and other interested parties to be curious about what has happened both in terms of the learning process and in terms of any anticipated or unanticipated outcomes. We would argue that good education by definition encompass good assessment. However we wish to disassociate ourselves immediately from much of what has gone under the guise of “good” educational assessment. Assessment has been viewed for far too long as a formal process which normally involves the administration of formal tests and examination through procedures that are totally divorced from the educational process and setting to which they are supposed to relate.

Murphy and Torrance (1988)

QUESTIONS FOR GROUP DISCUSSION

What are the views of John Holt and reasons behind his views?

In what way his views have relevance to our situation?

What are the views of Murphy and Torrance and associated reasons?

What implication does this have on Physical education?

C. THE PURPOSES OF ASSESSMENT (GROUP ACTIVITY)

Reflect on: What is assessment for? Why should we assess learning? (List as

many reasons as you can) How could you classify the various

purposes of assessment? Consider certification, selection, feedback, etc.

D. TYPES OF ASSESSMENT SITUATIONS Formative assessment- collection of

ongoing information Summative assessment- at the end

of a study course Informal and formal assessment-

day to day classroom activity and examination

Terminal and Semester system

E. THE “WHAT” OF ASSESSMENTCognitive Affective Psychomot

orFacts Receiving ImitationComprehension

Responding Manipulation

Application Valuing PrecisionAnalysis Organization ArticulationSynthesis Characterizatio

nNaturalization

Evaluation

CONTINU- Psychomotor Domain: Skills Intellectual Physical Manual Affective Domain: Behaviors

Attitudes InterestValuesAppreciation

F. THE “HOW” OF ASSESSMENT

The students are required to:

List available methods of assessment?List the methods of assessment you

are following in PE and their suitability in the system?

Why do you think that you are on right path?

G. QUESTIONS AS TOOL

The students are required to reflect on: The types of questions being used

in the assessment? What are other available choices? Why do you think your choice is

appropriate? Do you have consensus on key

words like describe, define, apply, etc.?

H. VALIDITY AND RELIABILITY OF ASSESSMENT

The students to reflect on:

How you determine that your assessment is valid?(Face, Content, Construct, Predictive) How do you determine that your assessment is

reliable? (Test-retest, Equivalent Form, Split Half, Relative equivalence)