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Chapter 8

Chapter 8. Measuring Cognitive Knowledge. Cognitive Domain. Intellectual abilities ranging from rote memory tasks to the synthesis and evaluation of complex information. Cognitive Domain in PE. benefits of exercise personalized activity program rules and strategies history of a sport

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Chapter 8

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  1. Chapter 8 Measuring Cognitive Knowledge

  2. Cognitive Domain Intellectual abilities ranging from rote memory tasks to the synthesis and evaluation of complex information.

  3. Cognitive Domain in PE • benefits of exercise • personalized activity program • rules and strategies • history of a sport • safety procedures • corrections in sport performance • dance routines

  4. Traditional Cognitive Assessments • homework • class assignments • group response to questions • tests

  5. Planning the Written Test • Match test items to objectives. • Consider Taxonomy of Educational Objectives. • Use a Table of Specifications.

  6. Match Test Items to Objectives Objective: Identify activities and sports as primarily aerobic or anaerobic. Test Item: Explain why jogging is considered an aerobic activity. Test item is more difficult than the objective and does not measure the achievement of the stated objective.

  7. Match Test Items to Objectives Objective: From memory, draw a tennis court and label the lines. Test Item: Given the following diagram of a tennis court, label the lines of the court. Test item is easier than the objective and does not measure achievement of the stated objective.

  8. Match Test Items to Objectives Objective: Describe how to “block out” when rebounding in basketball. Test Item: When rebounding in basketball, describe how to “block out”. Test item matches objective and allows accurate assessment as to the level of achievement of the objective.

  9. Taxonomy of Educational Objectives

  10. Table of Specifications

  11. Selection of Test Items • Provide clear instructions. • Avoid trick questions/trivial details. • Balance use of gender across items. • Balance use of ethnicity. • Avoid stereotypes. (Ayers, 2001)

  12. Types of Questions • true/false • matching • multiple choice • completion items • short-answer • essay

  13. Administering the Test • assembling the test • giving the test • grading the test • testing students with disabilities

  14. Analyzing the Test • quantitative item analysis • difficulty index • discrimination index • item function • qualitative item analysis

  15. Difficulty Index Proportion of students who answered the question correctly Difficulty Index = .5 What does this mean?

  16. Discrimination Index Measures the extent to which a test question discriminates between the students who scored well and those who scored poorly Discrimination Index = .5 What does this mean?

  17. Item Function Analysis Suitability or effectiveness of a test question • does not require a formula • examines suitability of distractors in multiple choice questions • interprets with a healthy dose of common sense

  18. Analyzing a Question 120 students answered the question. • 60 students selected correct answer B. • 32 students selected option C. • 24 students selected option A. • 4 students selected option D. What should be done, if anything, to this question?

  19. Using Alternative Assessments • Carefully designed checklists and rating scales (scoring rubrics) can be used for assessing the cognitive domain. • student projects • event tasks • peer assessment • self-assessment • teacher observation

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