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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

Chapter 8

Measuring Cognitive Knowledge

cognitive domain
Cognitive Domain

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

cognitive domain in pe
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
traditional cognitive assessments
Traditional Cognitive Assessments
  • homework
  • class assignments
  • group response to questions
  • tests
planning the written test
Planning the Written Test
  • Match test items to objectives.
  • Consider Taxonomy of Educational Objectives.
  • Use a Table of Specifications.
match test items to objectives
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.

match test items to objectives1
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.

match test items to objectives2
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.

selection of test items
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)

types of questions
Types of Questions
  • true/false
  • matching
  • multiple choice
  • completion items
  • short-answer
  • essay
administering the test
Administering the Test
  • assembling the test
  • giving the test
  • grading the test
  • testing students with disabilities
analyzing the test
Analyzing the Test
  • quantitative item analysis
    • difficulty index
    • discrimination index
    • item function
  • qualitative item analysis
difficulty index
Difficulty Index

Proportion of students who answered the question correctly

Difficulty Index = .5

What does this mean?

discrimination index
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?

item function analysis
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
analyzing a question
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?

using alternative assessments
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