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Lec 1 - Purpose of M&e in Kin

This document discusses measurement and evaluation in human performance. It defines measurement as collecting information to make decisions, and evaluation as using measurements to make judgments. Measurements are collected using tests and evaluations are made by comparing the data to standards. The purposes of measurement and evaluation include placement, diagnosis, achievement assessment, prediction, program evaluation, and motivation. Formative evaluation provides feedback during learning, while summative evaluation judges achievement after instruction. Evaluations can be criterion-referenced, comparing to a specified standard, or norm-referenced, comparing to others. The accuracy of criterion-referenced evaluations depends on the population and clearly defined criteria.

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Kaizer Sky Montealegre
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56 views32 pages

Lec 1 - Purpose of M&e in Kin

This document discusses measurement and evaluation in human performance. It defines measurement as collecting information to make decisions, and evaluation as using measurements to make judgments. Measurements are collected using tests and evaluations are made by comparing the data to standards. The purposes of measurement and evaluation include placement, diagnosis, achievement assessment, prediction, program evaluation, and motivation. Formative evaluation provides feedback during learning, while summative evaluation judges achievement after instruction. Evaluations can be criterion-referenced, comparing to a specified standard, or norm-referenced, comparing to others. The accuracy of criterion-referenced evaluations depends on the population and clearly defined criteria.

Uploaded by

Kaizer Sky Montealegre
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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MEASUREMENT AND

EVALUATION
IMPORTANCE AND
PURPOSE OF
MEASUREMENT AND
EVALUATION IN HUMAN
PERFORMANCE



DEFINITIONS
MEASUREMENT - COLLECTION OF
INFORMATION ON WHICH A
DECISION IS BASED

EVALUATION - THE USE OF
MEASUREMENT IN MAKING
DECISIONS
INTERDEPENDENT CONCEPTS AS
EVALUATION IS A PROCESS THAT
USES MEASUREMENTS AND THE
PURPOSE OF MEASUREMENT IS TO
ACCURATELY COLLECT
INFORMATION USING TESTS FOR
EVALUATION
IMPROVED MEASUREMENT LEADS
TO ACCURATE EVALUATION

GARBAGE IN, GARBAGE OUT
OBJECTIVE VERSUS SUBJECTIVE
TEST CONTINUUM
OBJECTIVE TEST - 2 OR MORE
PEOPLE SCORE THE SAME TEST
AND ASSIGN A SIMILAR GRADE
DEFINED SCORING SYSTEM AND
TRAINED TESTERS INCREASES
OBJECTIVITY
HIGHLY SUBJECTIVE TEST LACKS
A STANDARDIZED SCORING
SYSTEM
EVALUATION
COLLECT SUITABLE DATA
(MEASUREMENT)
JUDGE THE VALUE OF THE DATA
ACCORDING TO SOME STANDARD
(I.E., CRITERION-REFERENCED
STANDARD OR NORM-
REFERENCED STANDARD)
MAKE DECISIONS BASED ON THE
DATA
FUNCTIONS OF
MEASUREMENT AND
EVALUATION

PLACEMENT in classes/programs or
grouping based on ability

DIAGNOSIS of weaknesses

EVALUATION OF ACHIEVEMENT to
determine if individuals have reached
important objectives


PREDICTION of an individuals level of
achievement in future activities or
predict one measure from another
measure

PROGRAM EVALUATION

MOTIVATION
FORMATIVE AND
SUMMATIVE EVALUATION
FORMATIVE EVALUATION
JUDGMENT OF ACHIEVEMENT
DURING THE PROCESS OF
LEARNING OR TRAINING
PROVIDES FEEDBACK DURING THE
PROCESS TO BOTH THE
LEARNER/ATHLETE AND
TEACHER/COACH

WHAT IS SUCCESSFUL AND WHAT
NEEDS IMPROVEMENT
SUMMATIVE EVALUATION
JUDGMENT OF ACHIEVEMENT AT
THE END OF AN INSTRUCTIONAL
UNIT OR PROGRAM
TYPICALLY INVOLVES TEST
ADMINISTRATION AT THE END OF
AN INSTRUCTIONAL UNIT OR
TRAINING PERIOD
USED TO DECIDE IF BROAD
OBJECTIVES HAVE BEEN
ACHIEVED

STANDARDS FOR
EVALUATION
EVALUATION IS THE
PROCESS OF GIVING
MEANING TO A
MEASUREMENT BY
JUDGING IT AGAINST
SOME STANDARD
CRITERION-REFERENCED (C-R)
STANDARD IS USED TO DETERMINE
IF SOMEONE HAS ATTAINED A
SPECIFIED STANDARD

NORM-REFERENCE (N-R)
STANDARD IS USED TO JUDGE AN
INDIVIDUALS PERFORMANCE IN
RELATION TO THE
PERFORMANCES OF OTHER
MEMBERS OF A WELL-DEFINED
GROUP
CRITERION-REFERENCED (C-R)
STANDARDS ARE USEFUL FOR
SETTING PERFORMANCE
STANDARDS FOR ALL

NORM-REFERENCED (N-R)
STANDARDS ARE VALUABLE FOR
COMPARISONS AMONG
INDIVIDUALS WHEN THE
SITUATION REQUIRES A DEGREE
OF SENSITIVITY OR
DISCRIMINATION IN ABILITY
NORM-REFERENCED STANDARDS
- DEVELOPED BY TESTING A
LARGE GROUP OF PEOPLE
- USING DESCRIPTIVE STATISTICS
TO DEVELOP STANDARDS
- PERCENTILE RANKS ARE A
COMMON NORMING METHOD
MAJOR CONCERN - GROUP
CHARACTERISTICS USED TO DEVELOP
NORMS MAY NOT RESULT IN
DESIRABLE NORMS; EXAMPLES WITH
BODY COMPOSTION AND BLOOD
CHOLESTEROL LEVELS WERE
AVERAGE MAY NOT BE DESIRABLE
CRITERION-REFERENCED STANDARDS
- PREDETERMINED STANDARD OF
PERFORMANCE SHOWS THE
INDIVIDUAL HAS ACHIEVED A
DESIRED LEVEL OF
PERFORMANCE
- PERFORMANCE OF INDIVIDUAL
IS NOT COMPARED WITH THAT
OF OTHER INDIVIDUALS

COMMON PRACTICE TO APPLY A
CRITERION-REFERENCED STANDARD
TO A NORM-REFERENCED TEST
DETERMINING ACCURACY OF
CRITERION-REFERENCED (C-R)
STANDARDS
ACCURACY EXAMINED BY USING A
2 X 2 CONTIGENCY TABLE

C-R TEST RELIABILITY EXAMINES
THE CONSISTENCY OF
CLASSIFICATION



LIMITATIONS OF CRITERION-
REFERENCED (C-R) STANDARDS

NOT ALWAYS POSSIBLE TO FIND A
CRITERION THAT EXPLICITLY
DEFINES MASTERY,
PARTICULARLY IN SOME SKILLS


LIMITATIONS OF CRITERION-
REFERENCED (C-R) STANDARDS
ACCURACY OF C-R TEST VARIES
WITH THE POPULATION BEING
TESTED
EXAMPLE:

ACCURACY OF
EXERCISE STRESS
TEST VARIES WITH
THE DISEASE
PREVALENCE IN THE
GROUP STUDIED (I.E.,
PERCENTAGE OF
PATIENTS WHO
TRULY HAVE
CORNOARY ARTERY
DISEASE
MODELS OF EVALUATION
EDUCATIONAL MODEL

ADULT FITNESS MODEL

QUESTIONS OR COMMENTS??

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