Amos O. Aduroja, Ph.D
Fall 2001
Office Telephone: (616)387-0609
4024-5 Student Recreation Center
Consultation: MW 3-5PM, by appointment

Meets on MW 2-2:50PM

Course Location: SRC 3012

Lab F (1-1:50PM)

	F (2-2:50PM)

	F (3-3:50PM)

Lab Location: SRC 3012

Course Description:

This course is a combination of the old Measurement and Evaluation in Health Education
 (PEPR 382) and Measurement and Evaluation in Physical Education (PEPR 392).  While 
 each of the two courses was offered for 2 credits, the new course (PEPR 315) is offered 
 for 3 credits.  The new course is designed to develop entry-level evaluation competencies
in health, physical education and exercise science.  Attention is focused on developing 
instruments for quantifying health, exercise and physical education measures, appropriate
selection and use of such instruments, identifying evaluation formats, strategies, models
and techniques, data collection, data management, introduction to appropriate statistics 
selection, analysis and interpretation of results.

Course Objectives:

Upon completion of this course, students will:
1. Be able to describe the difference between qualitative and quantitative measurement
    and evaluation; comparing the advantages and disadvantages of each approach.
2. Be able to apply contemporary evaluation models to determine the effectiveness of a 
variety of programs and research activities related to health, physical education and 
exercise science including the following:
	a. Formative and summative evaluation
	b. Norm referenced and criterion referenced standards
	c. Evaluation of the learner/client
	d. Process evaluation for a variety of programs and activities
	e. Product evaluation for a variety of programs and activities
3. Understanding contemporary test theory and its application to the fields of health,
physical education and exercise science including:
	a. The nature of a true score and an observed score
	b. The concepts of objectivity, reliability and validity
	c. Sources of measurement error
	d. The meaning of a statistically significant difference
4. Be able to calculate using both a calculator and appropriate statistical software basic
descriptive statistics including the following:
	a. Types of data
	b. Measures of central tendency
	c. Measures of variability
	d. Standard scores
	e. Percentiles and percentile ranks
	f. correlation

Required Text:

Baumgartner, T. A., & Jackson A. S. (1999). Measurement for Evaluation in Physical Education and Exercise Science (6th ed.). Madison, WI: WCG/McGraw-Hill

Suggested Reading: (Reserved at the Library)

McDermott, R.J. & Servela, P. D. (1999). Health Education Evaluation and Measurement: A Practitioner's Perspective. Madison, WI:WCG/McGraw-Hill

Safrit, M.J., & Wood, T. M. (1995). Introduction to measurement in Physical Education and Exercise Science (3rd ed.). St. Louis, MO: Mosby-Year Book, Inc


August 29


Course Requirements and handouts

Inter-relatedness of HPER



The role of measurement and Evaluation in a Changing Society

Use of models in Evaluation - Process, outcome, impact

Conceptual Overview of the Course
Bloom's Classification of Educational Objectives
Cognitive, Affective and Psychomotor
Relationship of Educational/Learning Objectives to
the four parts of this course namely:
a. Cognitive Testing and Evaluation
b. Affective Testing and Evaluation
c. Psychomotor or performance Testing and Evaluation
d. Statistical/Quantitative Tool for achieving the first three parts

Tools:  Calculators/Computers - Graphic prog, Statistical prog, spreadsheet Statistics

What is measurement?  What is Evaluation?
Compare and Contrast the two.
Distinguish between Evaluation and Research
Approaches to Evaluation- Formative and Summative
Quantitative vs. Qualitative
Advantages and disadvantages of each approach

Data Collection - Types of Data
 Nominal, Ordinal, Interval, Ratio

Data Management- Groupings, Graphing, Frequency Distribution and Coding.
Scales and Index Development

Descriptive Statistics - Measures of Central Tendency
Mean, median and mode
Measures of Variability - Rand, Standard Deviation, and Variance
Measuring Group Position- Percentile ranks, percentile, Standard scores - z-scores, t-scores
Correlation and prediction
Reliability and objectivity in measurement
Stabilit reliability Coefficient
Factors influencing Test Reliability


Correlation and Reliability
Validity Estimation
Reliability and Validity contrasted
Factors affecting Validity

Application of Measurement and Evaluation principles in Physical abilities
Application of Measurement and Evaluation principles in Aerobic Fitness
Measurement and Evaluation in Body composition
Measuring and Evaluating Knowledge in HPER
Knowledge Test Construction
Administration and Scoring
Test Analysis and Revision


Affective Measurement and Evaluation in HPER
Measuring attitudes
Attitudes towards Physical Activity
Semantic Differential Scales
Self-Motivation Inventory (SMI)
Eating Attitude Test (EAT)
Uses of Psychological Scales

Measuring and Evaluating Skills

Measurement and Evaluating Skills
Special Populations - Youth, Elderlies, and Individuals with Disabilities

Measurement and Evaluation Concepts in Health Education

Measurement and Evaluation of Health Programs


The course assignments will be designed to fulfill the stated objectives of the course. They are designed to assist you in developing mastery over course content, develop skills in the critical areas of test development, test selection, computation, application of the skills in the field of health, exercise science and physical education.

Course Evaluation will be based on:

1. The completion and grading of two assignments   40%
2. Completion of two quizzes                                   10%
3. Midterm Examination                                           20%
4.Final Examination                                                 25%
5. Attendance                                                           5%

Grading Scale:

Course Grading will utilize the following criteria:

A   Obtained with a minimum score of 90%
BA                                       score of 82%
B                                         score of 76%
CB                                       score of 69%
C                                         score of 62%
DC                                       score of 56%
D                                         score of 50%
E                            score of less than 50%