Testing Knowledge in PE

8/14/2019 Testing Knowledge in PE

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PED4470

TESTING KNOWLEDG

Kinesiology and Sports StuDepartmentvande Furtado, M.S.

If you wait to do eveIf you wait to do eve

you're sure it's right,you're sure it's right,

never do much of annever do much of an

Borden)Borden)


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urposes o now e geTesting

Assigning a grade (summative eval Measuring progress (formative eval

Providing feedback to students or

participants Motivating students or participants

Documenting effectiveness

Assessing instructional effectivenes


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Levels of Knowledge

Understanding: superficial thorou Blooms taxonomy of educational ob

KnowledgeKnowledge

ComprehensionComprehension

ApplicationApplicationAnalysisSynthesisEvaluation


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A good Knowledge Test:

Fair Covers the course content Uses appropriate test format

Clear and understandable Reliable and valid


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Types of Knowledge Tests

Essay vs. ObjectiveAdvantages and disadvantages

Mastery vs. Discrimination


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Mastery Test

If students have mastered the ma Information everyone is expected to

Formative evaluation with criterionreferenced standards (e.g., graded

fail). Performance standards tend to bee.g., 80% to 90% correct for passing.


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Discrimination Test

Purpose is to differentiate amongstudents.

Items are written to discriminate adifferent knowledge levels. Items should come from higher leve

Blooms taxonomy.


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Which one to use?

It depends how the scores will be used? Ex. 1: Soccer Rules

Mastery test for formative evaluation Achieves 80% > Go on Same for an adult program

Knowing basic rules is enough?Test ability to apply, analyze and synthesize th Discrimination test for formative evaluation


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Types of Test Items

Closed-ended (objective) correct answer is provideddo not test partial knowledgemay reward guessing

Types include: true/falsemultiple choicematching


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Types of Items

Open-ended (subjective) student provides correct answer rewards partial knowledgeeasier to construct, more difficult to gra

Types include: short answer fill in the blankessay


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Item Construction Guidel

Make you own tests 4 steps

1. Table of specifications

2. Type of test (essay/objective, true-fa

3. Construct test items

4. Format and administrative details


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Table of Specifications

Content objectives:history, values, equipment, etiq

safety, rules, strategy, techniquplay

Educational objectives:

knowledge, comprehension,application, analysis, synthesis,

evaluation


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Planning the Test

What to measure? How to measure? When to test?

How many questions? What type of test format should b

used?

What type of questions should be


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Multiple choice items

Avoid negatives, and especially dou(and triple) negatives

Ensure that stem and foils are allgrammatically compatible, similar ilength and parallel in content

Keep to factually or logically supporcorrect answers (avoid opinion)


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Multiple choice items

Avoid irrelevant cues e.g., always, never, common termsbetween stem and correct answer


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Common Errors

All distractors are not plausible. Item is ambiguous. Wording the correct response more

precisely than the distractors.

Specific determiners. Irrelevant clues.Grammatical clues


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Question 1: In golf, a shot made in two sunder par is an:

birdieBogey

double bogey

eagle


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Question 1: In golf, a shot made in two strokes is an:

a) birdieb) Bogey

c) double bogey

d) eagle*


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Question 1: In golf, what term is used for a shottwo strokes under par?

birdieBogey

double bogey

eagle


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Essay questions

Uses and advantages Limitations Inability to obtain a wide sample

Inconsistencies in scoring procedures (the

of objectivity) Difficulties in analyzing test effectiveness

Recommendations for construction Recommendations for scoring


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What is next?

We know how to plan and adminis Need to master item analysis

What it item analysis

Verify how items behaveRefine your testing


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Item Analysis

Item Difficulty Percentage of testers who answered the ite

correctly

Item Discrimination

Discriminate among test-taker Answered correctly by moremore knowledgea

students.

Missed by less knowledgeable students.

How well the item "functions" in the tes


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Serves Several Purposes

Find flaws in the testTwo right answers

Too difficult (re-teach concept)

Too easy (no need for further teac Find wrong answers=identify

misconceptions


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How is it done?

Identify upper and lower groups. Upper group is top 27% of scores.

Lower group is bottom 27% of score

The upper and lower groups must ha

same number of scores.


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Item Difficulty (D or p)

Percentage of students that chooses canswer.

D is high when the item is easy.

if 90% got item correct, D = .90 if 30% got item correct D = .30


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Item Difficulty (D or p)

D = (# correct in upper + # correct in low

(# in upper + # in lower)


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Example

31 students: 8 in upper group, 8 in lowerItem A B C* D

1 Upper II I IIIII

Lower I III II I

D = (5 + 2) (8 + 8) = .4375


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Item Discrimination

How well item discriminates between thosdid well and those who did poorly on test.

Correlation between scores on one item an

on total test.

Range: -1.0 to +1.0

Try guessing
http://academic.son.wisc.edu/wistrec/net/ItemAnalysis.swfhttp://academic.son.wisc.edu/wistrec/net/ItemAnalysis.swf


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Discrimination Index ( r )

Hard items Have difficulties less than 0.35

Easy items Have difficulties above 0.85

Too easy or too difficulty = won't conttests reliability


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r = (# correct in upper - # correct in lowe(# in one group)


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31 students: 8 in upper group, 8 in lowerItem A B C* D

1 Upper II I IIIII

Lower I III II Ir = (5 - 2) 8 = .375


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> .40 Very Good (Excellent)

.20 to .39 Acceptable (Good)

.00 to .19 Revise or Discard

Negative Poor (Revise or Discard)


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Examples

31 students: 8 in upper group, 8 in lower groupItem A B C D

2 Upper I III

Lower II II IIII

D = (4 + 4) (8 + 8) = .50

r = (4 - 4) 8 = 0.00


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Examples

31 students: 8 in upper group, 8 in lower groupItem A* B C D

3 Upper II I IIII I

LowerIIIII I I I

D = (2 + 5) (8 + 8) = .4375

r = (2 - 5) 8 = -.375


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Are D and r related ?

Item difficulties affect the maximumattainable discrimination index.

Highest r (1.0) is possible only when

.50. As D goes up or down from .50, maxim

possible r decreases.


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References

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003) Assessment for Learnipractice. Berkshire, England: Open University Press.

Butler, D.L. & Winnie, P.H. (1995) Feedback and self-regulated learning: a theoretical sof Educational Research, 65(3), 245-281.

Sadler, D.R. (1998) Formative assessment: revisiting the territory. Assessment in Educ

http://www.uleth.ca/edu/runte/tests/iteman/purpia/purpia.html

Testing Knowledge in PE

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