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Guidelines for Effective Human Performance Testing

This review covers cognitive and psychomotor assessments, factors affecting test responses, psychomotor testing procedures and issues in skills testing. It emphasizes the importance of reliability, validity, simplicity, and fairness in testing procedures. The text provides insights into skills test classification, subjective rating scales, and detailed guidelines for developing well-constructed assessment scales.

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Guidelines for Effective Human Performance Testing

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  1. Review: Cognitive Assessments II • Ambiguity (extrinsic/intrinsic) • Item difficulty/discrimination relationship • Questionnaires assess opinions/attitudes • Open-/Close-ended item construction +/- • Factors affecting response rate

  2. Psychomotor Assessments HPER 3150 Dr. Ayers

  3. Product vs Process Testing DISCLAIMER

  4. Guidelines for Sport Skills Testing andMotor Performance Tests • acceptable reliability and validity • simple to administer and take • easy to understand instructions • not expensive nor require extensive equipment • reasonable time for preparation and administration

  5. involve only one participant • teacher must assess EACH student individually • encourage correct form • suitable difficulty • interesting and meaningful • exclude extraneous variables • provide for accurate scoring

  6. provide target scoring guidelines (if accuracy matters) • sufficient trials • yield diagnostic scores

  7. Effective Testing Procedures • Pretest Duties time, forms, procedures, instructions • Testing Duties location, materials, cheating, safety, absences, make-ups • Posttest Duties transcription, item analysis (practical value), reporting, confidentiality

  8. Issues in Skills Testing • In addition to reliability and validity (the most important issues) • Feasibility • Testing method Objective skills tests? Alternative/authentic assessment? – See chapter 8

  9. Skills Test Classification • ObjectiveAccuracy-based (targets) Repetitive Performance (wall-volley; process matters) Total Body Movement (focus; game-like or product-based?) Distance or Power (focus; game-like or product-based?)

  10. IMPORTANT TEACHING POINT Teach force/speed BEFORE accuracy

  11. Subjective Rating Scales • Relative Rank-order +/-? • AbsoluteEvaluation against a fixed standard Using critical elements helps • Common ErrorsHalo Effect (bias for/against performer) "Standard" Error (judges employ different perspectives) Central-tendency (hesitancy to assign extreme values)

  12. Rating Scales Suggestions • Develop well-constructed scales • Train raters well • Explain common rating errors to raters • Permit ample time to observe performance • If possible, use multiple raters

  13. Developing Well-Constructed Scales • State objectives in terms of observable behavior • Select traits that determine success • Define selected traits in observable behavior • Select and develop the rating instrument • Define degrees of success • Test and revise the rating scale • Use the scale in an actual testing situation

  14. Ability or Skill? • Ability general, innate psychomotor trait (overarm throw) • Skill specific, learned psychomotor capacity (vb spike) • Specificity determined with concurrent validity

  15. Measurement Aspects of the Domain of Human Performance Muscular Strength Speed Agility Anaerobic Power Flexibility Balance Kinesthetic perception

  16. Effective testing consists of . . . • Including sport relevant variables • Selecting reliable and valid tests • Developing sport specific protocols • Controlling test administration • Maintaining individuals’ rights to privacy • Repeating the tests periodically • Interpreting the results for the performance and interested parties (e.g., coaches, parents, etc.)

  17. Purposes of Human Performance Testing and Analysis Selection Classification Diagnosis

  18. PsychomotorAssignment • Find a psychomotor test that you think will be useful to you professionally and bring a copy to our next class • Description, equipment, procedures, recording form • We will select a few of these to conduct in lab on Friday, so choose carefully! • We need both ability & skill tests

  19. PsychomotorAssessments • Explain why one thing you learned today will matter to you as a professional

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