SHOWTIME!

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SHOWTIME!
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NATURE AND ADMINISTRATION OF TESTS
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TEST CHARACTERISTICS

• RELIABILITY, OBJECTIVITY, AND VALIDITY
• CONTENT-RELATED ATTRIBUTES
• STUDENT AND PARTICIPANT CONCERNS
• ADMINISTRATIVE CONCERNS

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RELIABILITY, OBJECTIVITY, AND VALIDITY

• THE THREE MOST IMPORTANT CHARACTERISTICS FOR A
  TEST
• ACCEPTABLE LEVELS DETERMINED BY BOTH THE
  TESTING SITUATION ITSELF AND THE VALUES OTHERS
  HAVE PREVIOUSLY OBTAINED
• A MINIMAL COEFFICIENT IS .70

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CONTENT-RELATED ATTRIBUTES

• IMPORTANT ATTRIBUTES
• DISCRIMINATION
• RESEMBLANCE
• SPECIFICITY
• UNRELATED MEASURES

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IMPORTANT ATTRIBUTES

• NO MORE THAN 10 OF THE TIME SHOULD INVOLVE
  TESTING
• ONLY IMPORTANT SKILLS AND ABILITIES SHOULD BE
  MEASURED

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DISCRIMINATION

• TEST SHOULD DISCRIMINATE AMONG DIFFERENCE ABILITY
  GROUPS THROUGHOUT THE TOTAL RANGE OF ABILITY
• SHOULD BE MANY DIFFERENT SCORES NORMALLY
  DISTRIBUTED
• TEST DIFFICULTY HARD ENOUGH THAT NO ONE GETS A
  PERFECT SCORE AND EASY ENOUGH THAT NO ONE GETS A
  ZERO

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RESEMBLANCE TO THE ACTIVITY

• IN ORDER TO INSURE RELEVANCY AND VALIDITY WHEN
  TAKING A TEST, INDIVIDUALS MUST BE REQUIRED TO
  USE GOOD FORM, FOLLOW THE RULES OF THE ACTIVITY,
  AND PERFORM ACTS CHARACTERISTIC OF THE ACTIVITY

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SPECIFICITY

• THE TEST SHOULD BE AS SPECIFIC AS POSSIBLE FOR
  WHATEVER IS BEING MEASURED
• CONFOUNDING VARIABLES OR FACTORS SHOULD BE
  MINIMIZED
• EX. PERFORMING STABILITY BALL PUSH-UPS AS
  MEASURE OF UPPER BODY MUSCULAR STRENGTH AND
  ENDURANCE IS CONFOUNDED OR AFFECTED BY BALANCE

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UNRELATED MEASURES

• OFTEN AN ATTRIBUTE (E.G., HEALTH-RELATED FITNESS)
  HAS SEVERAL COMPONENTS (E.G., CARDIORESPIRATORY
  ENDURANCE, STRENGTH, MUSCLE ENDURANCE,
  FLEXIBILITY, AND BODY COMPOSITION)
• TESTS IN A BATTERY SHOULD BE UNRELATED TO EACH
  OTHER BUT HIGHLY RELATED TO THE ATTRIBUTE
• IF TWO TESTS IN THE BATTERY ARE HIGHLY RELATED TO
  EACH OTHER, THEY ARE MEASURING THE SAME ABILITY
  OR FACTOR
• KEEP THE TEST THAT IS MOST HIGHLY RELATED TO THE
  ATTRIBUTE BECAUSE IT HAS MORE VALIDITY AND DROP
  THE OTHER TEST

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STUDENT PARTICIPATION CONCERNS

• APPROPRIATENESS TO STUDENT AND PARTICIPANTS
• - PERFORMANCE IS INFLUENCED BY THE PERSONS
  MATURITY, GENDER, AND EXPERIENCE
• - FITNESS TEST SCORE STANDARDS SHOULD BE
  BASED ON AGE AND GENDER
• - SKILL TEST STANDARDS SHOULD BE BASED ON AGE,
  GENDER, SKILL LEVEL, STRENGTH, AND OTHER
  CAPACITIES
• - PERFORMANCE IS AFFECTED BY DISABILITIES AND
  THEREFORE, TESTS FOR INDIVIDUALS WITHOUT
  DISABILITIES ARE USUALLY NOT ACCEPTABLE FOR
  INDIVIDUALS WITH DISABILITIES

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STUDENT PARTICIPATION CONCERNS

• INDIVIDUAL SCORES
• - PERSONS TEST SCORES SHOULD NOT BE
  AFFECTED BY ANOTHER PERSONS PERFORMANCE
• - BALL SHOULD COME FROM A MACHINE RATHER THAN
  A TENNIS SERVE BY A PERSON WHEN SKILL TESTING
  THE ABILITY TO RETURN A SERVE
• ENJOYABLE
• - INCREASES MOTIVATION TO DO WELL ON THE TEST,
  PARTICULARLY WHEN THE TEST IS WELL UNDERSTOOD
• - MAKE TEST INTERESTING, CHALLENGING, AND
  COMFORTABLE TO TAKE

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STUDENT PARTICIPATION CONCERNS

• SAFETY
• - EXAMINE ALL ASPECTS OF THE TEST FOR SAFETY
  AND POSSIBLE RISKS OF INJURY
• CONFIDENTIALITY AND PRIVACY OF TESTING SHOULD BE
  PROTECTED
• - BE SENSITIVE TO THE ISSUE WHICH MAY REQUIRE
  TESTING PEOPLE ONE AT A TIME RATHER THAN IN A
  GROUP
• MOTIVATION TO SCORE AT MAXIMUM POTENTIALLY
  INCREASES THE RELIABILITY AND VALIDITY OF THE
  TESTS

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ADMINISTRATIVE CONCERNS

• MASS TESTABILITY
• - REQUIRED FOR LARGER GROUPS
• - DECREASES TEST ADMINISTRATION TIME
• - SPLITTING GROUP IN HALF AND HAVING ONE HALF
  HELP TEST THE OTHER HALF AND VICE-VERSA
• MINIMAL PRACTICE
• - FAMILIARITY, EITHER FROM PREVIOUS TESTING,
  FROM THE PROGRAM OR CLASS, OR FROM PRACTICE
  SESSIONS PRIOR TO THE TESTING DAY WILL
  DECREASE BOTH EXPLANATION AND PRACTICE TIME

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ADMINISTRATIVE CONCERNS

• MINIMAL EQUIPMENT AND PERSONNEL
• - TESTS THAT REQUIRE A LOT OF EQUIPMENT
  AND/OR ADMINISTRATIVE PERSONNEL ARE OFTEN
  IMPRACTICAL
• - INSUFFICIENT TRAINING OF ALL TEST
  ADMINISTRATORS CONTRIBUTES TO LACK OF TEST
  SCORE OBJECTIVITY
• EASE OF PREPARATION
• - SELECT TESTS THAT ARE EASY TO SET UP OVER
  ONES THAT TAKE MORE TIME

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ADMINISTRATIVE CONCERNS

• ADEQUATE DIRECTIONS
• - SHOULD SPECIFY HOW THE TEST IS SET UP, THE
  PREPARATION OF INDIVIDUALS TO BE TESTED, AND
  ADMINISTRATION AND SCORING PROCEDURES
• NORMS
• - RECENT AND APPROPRIATE NORMS THAT ARE PROVIDED
  WITH OR FOR A TEST CAN SAVE THE TIME NECESSARY
  TO DEVELOP LOCAL NORMS OR, AT LEAST SERVE AS
  TEMPORARY STANDARDS UNTIL LOCAL NORMS CAN BE
  DEVELOPED
• USEFUL SCORES
• - TEST SHOULD YIELD A USEFUL SCORE EXPRESSED IN
  A SINGLE UNIT OF MEASUREMENT THAT CAN BE
  INSERTED INTO A FORMULA WITH LITTLE EFFORT

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ADMINISTRATION

• PRETEST PROCEDURES
• GIVING THE TEST
• POSTTEST PROCEDURES

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PRETEST PROCEDURES

• KNOW THE TEST
• - CAREFULLY READ THE DIRECTIONS OR TEST MANUAL
  SEVERAL TIMES, THINKING ABOUT THE TEST AS YOU
  READ
• - AVOID OVERLOOKING SMALL DETAILS ABOUT
  PROCEDURES AS IT WILL LEAD TO MISTAKES
• DEVELOP TEST PROCEDURES
• - SELECT THE MOST EFFICIENT METHOD OF TESTING
• GROUP VS. INDIVIDUAL TESTING ONE PERSON
  TESTING, MULTIPLE TESTERS, OR TESTING
  INDIVIDUALS IN PAIRS
• - IDENTIFY EXACT SCORING REQUIREMENTS AND UNITS
  OF MEASUREMENT (PREFERABLY A SINGLE UNIT OF
  MEASUREMENT)
• - ANTICIPATE MISTAKES AND PLAN WHAT YOU WILL DO
  WHEN MISTAKES ARE MADE
• - CONSIDER ALL ASPECTS OF SAFETY
• - PRACTICE ADMINISTRATION OF THE TEST

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PRETEST PROCEDURES

• DEVELOP DIRECTIONS
• - ADMINISTRATIVE PROCEDURES
• - INSTRUCTIONS ON PERFORMANCE
• - SCORING PROCEDURE AND THE POLICY ON
  INCORRECT PERFORMANCE
• - HINTS ON TECHNIQUES TO IMPROVE SCORES
• PREPARE THE STUDENTS OR PROGRAM PARTICIPANTS
  PSYCHOLOGICALLY AND PHYSIOLOGICALLY FOR TESTING
• - NOTIFY INDIVIDAULS ABOUT THE TESTING IN
  ADVANCE, WHAT THE TEST IS, AND WHAT THE TEST
  INVOLVES

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PRETEST PROCEDURES

• PLAN THE WARM-UP AND TEST TRIALS
• - WARM-UP IMPROVES RELIABILITY
• - SHOULD BE PLANNED AND SPECIFIC TO THE SKILL
  BEING TESTED
• - SUPERVISED WARM-UP BY TESTER IS MOST
  EFFECTIVE
• - FIRST FEW TRAILS OF A MULTIPLE TRIAL TEST MAY
  SERVE AS A WARM-UP
• SECURE THE EQUIPMENT AND PREPARE THE TESTING
  FACILITY
• - ALL EQUIPMENT SHOULD BE ON HAND AND THE
  FACILITY PREPARED BEFORE THE DAY OF THE TEST
• - THIS SAVES TIME AND AVOIDS LAST MINUTE
  PROBLEMS

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PRETEST PROCEDURES

• MAKE SCORING SHEETS
• - PREPARE GROUP OR INDIVIDUAL SCORECARDS
• - INDIVIDUAL SCORECARDS ARE BETTER WHEN A
  PERSON ROTATES AMONG TESTING STATIONS OR
  WHEN INDIVIDUALS ARE TESTING EACH OTHER
• ESTIMATE THE TIME NEEDED
• - MINIMIZES CONFUSION AND MAXIMIZES THE USE
  OF AVAILABLE TIME

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GIVING THE TEST

• PREPARATION
• - WARM-UP OR PRACTICE
• - EXPLAIN THE TEST INSTRUCTIONS AND
  PROCEDURES
• - DEMONSTRATE THE TEST
• - LET THE PERSON COMPLETE A PRACTICE TRIAL OF
  THE TEST
• MOTIVATION
• - GIVE ALL PARTICIPANTS THE SAME DEGREE OF
  MOTIVATION AND ENCOURAGEMENT
• SAFETY
• - WATCH CLOSELY FOR ANY SAFETY PROBLEMS OR
  POTENTIAL INJURIES

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POSTTEST PROCEDURES

• ANALYZE THE TEST SCORES
• - BUILD A DATA BASE
• - ENTER DATA INTO COMPUTER
• - COMPLETE STATISTICAL ANALYSIS
• - INTEPRET STATISTICAL ANALYSIS
• - REPORT TEST RESULTS TO THE PEOPLE TESTED IN
  A CONFIDENTIAL AND MOTIVATING MANNER
• RECORD KEEPING
• - KEEP SCORING SHEETS AND DATA ANALYSIS
  DOCUMENTS IN A SECURE AND CONFIDENTIAL FILE
  CABINET

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CHALLENGES IN MEASURING INDIVIDUALS WITH
DISABILITIES

• FINDING OR DEVELOPING A TEST OR BATTERY OF TESTS
  FOR EACH POSSIBLE COMBINATION OF DISABLING
  CONDITIONS
• FINDING NORM-REFERENCED AND/OR CRITERION-REFERENCE
  D STANDARDS
• SHORTER ATTENTION SPAN AND PROBLEMS WITH
  COMPLICATED DIRECTIONS BOTH OVER AND UNDER
  VERBALIZING CAN HINDER PERFORMANCE AND REDUCE
  RELIABILITY
• OFTEN DIFFICULT TO HAVE INDIVIDUALS TEST EACH
  OTHER IN PAIRS
• VAST HETEROGENEITY IN NEEDS AND PERFORMANCE
  LEVELS
• WIDE DIFFERENCES IN ABILITY FROM INDIVIDUALS
  WITHOUT DISABILITIES, MAKING THE RELIABILITY AND
  VALIDITY FOR COMMON TESTS QUESTIONABLE
• LACK OF EXPERIENCE WITH TEST PERFORMANCES THUS
  DECREASING THE RELIABILITY AND VALIDITY OF COMMON
  TESTS
• DIFFICULTY IN STAYING ON TASK AND GIVING
  MAXIMUM EXERTION BECAUSE THEY DO NOT UNDERSTAND
  WHY OR HOW TO GIVE IT, OR DO NOT UNDERSTAND THE
  TEST PROTOCOL

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MEASURING INDIVIDUALS FROM DIFFERENT POPULATIONS

• ALL PEOPLE DO NOT RESPOND THE SAME WAY TO TESTING
• THE SAME TEST, TEST PROTOCOL, AND PERFORMANCE
  SCORE EXPECTATIONS CANNOT BE APPLIED TO ALL
  PEOPLE
• UNDERSTANDING THE CHARACTERISTCS OF THE PEOPLE IN
  THE POPULATION TESTED AND EXPERIENCE IN TESTING
  PEOPLE IN THE POPULATION IS VITAL TO OBTAINING
  TEST SCORES UPON WHICH YOU CAN BASE VALID
  INTERPRETATIONS

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THAT ABOUT WINDS IT UP FOR LECTURE THIS WEEK FROM
SAN JOSE STATE UNIVERSITY WHERE

• THE WOMEN ARE STRONG
• THE MEN ARE GOOD LOOKING
• ALL THE STUDENTS ARE ABOVE AVERAGE
• THE PROFESSORS ARE LONG WINDED

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COMMENTS OR QUESTIONS??

• THANK YOU!!

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