Measurement and Evaluation in HPER

HPER 3150 Professor: Yuanlong Liu

SRC 1035 Tel: 387-2674

Course Description:

This course covers measurement and evaluation techniques in terms of understanding, interpretation, and application with emphasis on administration, selection, and use of tests; interpretation of results through statistical procedures; analysis of tests available in Exercise Science, Health, and Physical Education and techniques for developing assessment tools.

Required Text:

Liu, Y. (2009). HPER 315 Course Package: Lecture Outlines and Study Guide. You can get it at University Bookstore.

Morrow, J. R., Jackson, A. W., Disch, J. G., & Mood, D. P. (2005). Measurement and Evaluation in Human Performance. Champaign, IL: Human Kinetics.

Suggested Reading:

Safrit, M. J., & Wood, T. M. (1995). Introduction to measurement in physical education and exercise science (3^rd ed.). St. Louis, MO: Mosby-Year Book, Inc.

Program Objectives Addressed in Course:

Upon completion of this course, students will:

Be able to describe the difference between quantitative and qualitative measurement and evaluation; comparing the advantages and disadvantages of each approach.
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:

formative and summative evaluation
norm reference and criterion references standards
evaluation of the learner/client
process evaluation for a variety of programs and activities
product evaluation for a variety of programs and activities

Understand contemporary test theory and its application to the fields of health, physical education and exercise including:

the nature of a true score and an observed score
the concepts of objectivity, reliability and validity
sources of measurement error
the meaning of a statistically significant difference

Be able to calculate using both a calculator and appropriate statistical software basic descriptive statistics including the following:

types of data
measures of central tendency
measure of variability
standard scores
percentiles and percentile ranks
correlation

Tentative Course Content:

Sep. 9– Sep. 18

1. An overview of measurement and evaluation. The concepts of measurement and evaluation.

A. A definition of measurement and evaluation

B. A brief history of measurement

C. Systematic model for evaluation

D. Norm-referenced and criterion-referenced measurement

E. Formative and summative evaluation

2. Quantitative and qualitative measurement and evaluation; Comparing the advantages and disadvantages of each approach.

Sep. 21 – Oct. 2

3. Statistics related to the measurement and evaluation in the field of health, physical education, and exercise science.

A. Types of scores

B. Describing groups of scores

-Central tendency and variability

-Distribution types

C. Describing individual scores

-Percentiles and standard scores

D. Describing relationships between scores

-Graphing

-Correlation and predictions

Oct. 5– Nov. 20

4. Test theory which is relevant to the measurement in health, physical education, and exercise science

A. Reliability, objectivity

Types of reliability

Estimating reliability

Factors affecting reliability

Objectivity estimation

Factors affecting objectivity

B. Validity

Validity estimation

Factors affecting validity

Nov. 23 – Dec. 11

5. Application of measurement and evaluation in health, physical education, and

Recreation

A. Evaluating body composition (this section may be taught earlier in this semester to incorporate with the lab. activity)

B. Measuring physical skills

C. Cognitive and affective testing

D. Evaluating skill achievement

Assignments:

The course assignments are 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.

Evaluation Components:

1. Problems, labs, and assignments (2-4).…………………….….40%

2. Quizzes………………………………………………………...10%

3. Midterm exam…………………………………………………20%

4. Final exam……………………………………………………..25%

5. Attendance……………………………………………………..5%

Grading Scale:

(Minimum percentages for each grade level are below)

A: 90% BA: 82% B: 76% CB: 69% C: 62% DC: 56% D: 50%

Course Structure:

PEPR 3150 is a lecture-lab structure course, with 2 lectures/week and numerous scheduled lab assignments will require running computer programs (preferably EXEL, but students may use whatever program they wish). Assistance will be available to run the programs. The assignments are meant to be learning experiences, and collaborative work is encouraged. All course requirements must be deemed complete before credit will be granted for the course.

Getting Help

I can be contacted through e-mail at any time, or via phone. GA for this course will help out with the computer labs and is available for help with any of the course materials. Contact him via e-mail or at “office” hours (which are to be determined). Also, there will be tutorials (time and place TBA).

ACADEMIC INTEGRITY PARAGRAPH (recommended by faculty senate)

You are responsible for making yourself aware of and
understanding the policies and procedures in the Undergraduate
(pp. 271-272) [Graduate (pp. 24-26)] Catalog that pertain to
Academic Integrity. These policies include cheating, fabrication,
falsification and forgery, multiple submission, plagiarism,
complicity and computer misuse. If there is reason to believe you
have been involved in academic dishonesty, you will be referred
to the Office of Student Judicial Affairs. You will be given the
opportunity to review the charge(s). If you believe you are not
responsible, you will have the opportunity for a hearing. You
should consult with me if you are uncertain about an issue of
academic honesty prior to the submission of an assignment or
test