Transcript KIN 396, 8

Chapter 8
Construction and Administration of
Psychomotor Tests
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Chapter Objectives
After completing this chapter, you should be able to
1. Describe the four components of the psychomotor
domain.
2. Select psychomotor tests that have been constructed
properly.
3. Describe the procedures for construction of a
psychomotor test.
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Chapter Objectives
4. Describe the pre-test, testing, and post-test
responsibilities for the administration of psychomotor
tests.
5. Properly administer psychomotor tests.
6. Define motor ability, motor capacity, and motor
educability.
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Four Fundamental Components of
Psychomotor Domain
•
•
•
•
Physical - anatomical or structural status
Motor - quality of movement patterns
Fitness - quantity of movement; sustained movement
Play - represents the culmination of development
within the psychomotor domain
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Test Construction Guidelines
1. Know What is Required of a Good Test
- Validity
- Reliability
- Objectivity
- Administrative Feasibility
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Test Construction Guidelines
2. Define the performance to be measured
- Sport skill, flexibility, strength, etc.
- Define characteristics of group to be measured
- Objective measure
- Existing tests
3. Analyze the performance
- Identify components for successful performance
4. Review the literature
- Research tests that measure the same performance or
related performance
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Test Construction Guidelines
5. Devise the test items
- Make the items as realistic as possible
- Make the items simple to perform
- Make the items practical
- Determine the test layout
- Make the scoring simple
6. Prepare the directions
7. Have the test reviewed by qualified individuals
8. Administer the test to a small group of subjects
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Test Construction Guidelines
9. Determine the validity, reliability, and objectivity
- Concurrent validity -- tournament play, previously
validated test, and rating of experts
10. Develop the norms
11. Intercorrelations
Table 8.1 lists guidelines for construction of psychomotor
tests.
Table 8.2 indicates how the developers of three tests
followed test construction guidelines.
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Test Administration Responsibilities
•Pretest
•Testing
•Posttest
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Pre-test Responsibilities
1. Develop a test schedule.
- days and minutes for testing
- order in which items will be administered
2. Plan an appropriate testing procedure.
- measure entire class or divide class
- appropriate activity for part of class not being tested
3. Provide opportunities for students to practice test items or
activities similar to them.
- students will know how to perform items
- describe purpose of test
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Pre-test Responsibilities
4. Prepare the scorecards.
- should be easy to read
- if not necessary, prepare another way to score test
5. Train all test assistants.
- familiar with responsibilities
- safety precautions
- prepared to deal with unplanned developments
6. Know exactly how to give test instructions.
- practice giving instructions
- may be wise to write them on paper
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Pre-test Responsibilities
7. If needed, plan how to form smaller groups.
- plan more than one method (may have some students
absent)
8. Review all safety precautions.
9. Provide all necessary equipment and floor or court
markings.
- complete preparations before group arrives
- test equipment
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Testing Responsibilities
1. Organize group for instructions.
2. Give test instructions.
- always face group
- do not attempt to give instructions or demonstrate items
with your back to group
3. Demonstrate items.
- may demonstrate after small groups are formed
- whenever possible, have someone demonstrate items
while you describe them
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Testing Responsibilities
4. If test assistants are available, form smaller groups
(number of groups may depend on number of test items.)
5. Administer test items.
- individuals must perform items correctly
- validity and reliability of test
6. If time allows, ask group for reaction to test.
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Post-test Responsibilities
1. Score all test items.
- norms (if available)
- may develop own norms
- determine descriptive statistics
2. Determine grade (if test is to be use for grade).
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Post-test Responsibilities
3. Interpret test results to students.
- do as soon as possible after test
- if some students did not do well, discuss possible
reasons with them
4. Prescribe the appropriate program for the students.
- plan programs for improvement
5. Evaluate the test.
- fulfill reasons for testing
- learning experience for students
- pretest, testing, posttest responsibilities
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Types of Psychomotor Tests
Motor ability - the innate and acquired ability of an
individual to perform motor skills of a general nature,
exclusive of highly specialized sports or gymnastic skills
Measurement of motor ability no longer popular because:
1. Existence of general motor ability questioned; abilities
specific to performance task
2. Construct validity of motor ability test batteries has never
been established
3. Lack of consensus on what the components of motor
ability are
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Types of Psychomotor Tests
Motor capacity - the individual’s potential ability to
perform motor skills
Motor educability - the individual’s ability to learn new
motor skills
These tests are no longer popular.
Prefer to measure physical performance components of:
agility
balance
cardiorespiratory endurance
muscular strength
flexibility
muscular endurance
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Types of Psychomotor Tests
Success in sports and physical activities is limited without
development of these components
Health fitness - cardiorespiratory fitness, flexibility,
muscular strength, muscular endurance, and body
composition
Sports skills tests
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