2. SHOWTIME!

4. NATURE AND ADMINISTRATION OF TESTS

5. TEST CHARACTERISTICS RELIABILITY, OBJECTIVITY, AND VALIDITY CONTENT-RELATED ATTRIBUTES STUDENT AND PARTICIPANT CONCERNS ADMINISTRATIVE CONCERNS

6. RELIABILITY, OBJECTIVITY, AND VALIDITY THE THREE MOST IMPORTANT CHARACTERISTICS FOR A TEST ACCEPTABLE LEVELS DETERMINED BY BOTH THE TESTING SITUATION ITSELF AND THE VALUES OTHERS HAVE PREVIOUSLY OBTAINED A MINIMAL COEFFICIENT IS.70

7. CONTENT-RELATED ATTRIBUTES IMPORTANT ATTRIBUTES DISCRIMINATION RESEMBLANCE SPECIFICITY UNRELATED MEASURES

8. IMPORTANT ATTRIBUTES NO MORE THAN 10% OF THE TIME SHOULD INVOLVE TESTING ONLY IMPORTANT SKILLS AND ABILITIES SHOULD BE MEASURED

9. DISCRIMINATION TEST SHOULD DISCRIMINATE AMONG DIFFERENCE ABILITY GROUPS THROUGHOUT THE TOTAL RANGE OF ABILITY SHOULD BE MANY DIFFERENT SCORES NORMALLY DISTRIBUTED TEST DIFFICULTY: HARD ENOUGH THAT NO ONE GETS A PERFECT SCORE AND EASY ENOUGH THAT NO ONE GETS A ZERO

10. RESEMBLANCE TO THE ACTIVITY IN ORDER TO INSURE RELEVANCY AND VALIDITY WHEN TAKING A TEST, INDIVIDUALS MUST BE REQUIRED TO USE GOOD FORM, FOLLOW THE RULES OF THE ACTIVITY, AND PERFORM ACTS CHARACTERISTIC OF THE ACTIVITY

11. SPECIFICITY THE TEST SHOULD BE AS SPECIFIC AS POSSIBLE FOR WHATEVER IS BEING MEASURED CONFOUNDING VARIABLES OR FACTORS SHOULD BE MINIMIZED EX.: PERFORMING STABILITY BALL PUSH- UPS AS MEASURE OF UPPER BODY MUSCULAR STRENGTH AND ENDURANCE IS CONFOUNDED OR AFFECTED BY BALANCE

12. UNRELATED MEASURES OFTEN AN ATTRIBUTE (E.G., HEALTH-RELATED FITNESS) HAS SEVERAL COMPONENTS (E.G., CARDIORESPIRATORY ENDURANCE, STRENGTH, MUSCLE ENDURANCE, FLEXIBILITY, AND BODY COMPOSITION) TESTS IN A BATTERY SHOULD BE UNRELATED TO EACH OTHER BUT HIGHLY RELATED TO THE ATTRIBUTE IF TWO TESTS IN THE BATTERY ARE HIGHLY RELATED TO EACH OTHER, THEY ARE MEASURING THE SAME ABILITY OR FACTOR KEEP THE TEST THAT IS MOST HIGHLY RELATED TO THE ATTRIBUTE BECAUSE IT HAS MORE VALIDITY AND DROP THE OTHER TEST

13. STUDENT PARTICIPATION CONCERNS APPROPRIATENESS TO STUDENT AND PARTICIPANTS -PERFORMANCE IS INFLUENCED BY THE PERSON’S MATURITY, GENDER, AND EXPERIENCE -FITNESS TEST SCORE STANDARDS SHOULD BE BASED ON AGE AND GENDER -SKILL TEST STANDARDS SHOULD BE BASED ON AGE, GENDER, SKILL LEVEL, STRENGTH, AND OTHER CAPACITIES -PERFORMANCE IS AFFECTED BY DISABILITIES AND THEREFORE, TESTS FOR INDIVIDUALS WITHOUT DISABILITIES ARE USUALLY NOT ACCEPTABLE FOR INDIVIDUALS WITH DISABILITIES

14. STUDENT PARTICIPATION CONCERNS INDIVIDUAL SCORES -PERSON’S TEST SCORES SHOULD NOT BE AFFECTED BY ANOTHER PERSON’S PERFORMANCE -BALL SHOULD COME FROM A MACHINE RATHER THAN A TENNIS SERVE BY A PERSON WHEN SKILL TESTING THE ABILITY TO RETURN A SERVE ENJOYABLE -INCREASES MOTIVATION TO DO WELL ON THE TEST, PARTICULARLY WHEN THE TEST IS WELL UNDERSTOOD -MAKE TEST INTERESTING, CHALLENGING, AND COMFORTABLE TO TAKE

15. STUDENT PARTICIPATION CONCERNS SAFETY -EXAMINE ALL ASPECTS OF THE TEST FOR SAFETY AND POSSIBLE RISKS OF INJURY CONFIDENTIALITY AND PRIVACY OF TESTING SHOULD BE PROTECTED -BE SENSITIVE TO THE ISSUE WHICH MAY REQUIRE TESTING PEOPLE ONE AT A TIME RATHER THAN IN A GROUP MOTIVATION TO SCORE AT MAXIMUM POTENTIALLY INCREASES THE RELIABILITY AND VALIDITY OF THE TESTS

16. ADMINISTRATIVE CONCERNS MASS TESTABILITY -REQUIRED FOR LARGER GROUPS -DECREASES TEST ADMINISTRATION TIME -SPLITTING GROUP IN HALF AND HAVING ONE HALF HELP TEST THE OTHER HALF AND VICE-VERSA MINIMAL PRACTICE -FAMILIARITY, EITHER FROM PREVIOUS TESTING, FROM THE PROGRAM OR CLASS, OR FROM PRACTICE SESSIONS PRIOR TO THE TESTING DAY WILL DECREASE BOTH EXPLANATION AND PRACTICE TIME

17. ADMINISTRATIVE CONCERNS MINIMAL EQUIPMENT AND PERSONNEL -TESTS THAT REQUIRE A LOT OF EQUIPMENT AND/OR ADMINISTRATIVE PERSONNEL ARE OFTEN IMPRACTICAL -INSUFFICIENT TRAINING OF ALL TEST ADMINISTRATORS CONTRIBUTES TO LACK OF TEST SCORE OBJECTIVITY EASE OF PREPARATION -SELECT TESTS THAT ARE EASY TO SET UP OVER ONES THAT TAKE MORE TIME

18. ADMINISTRATIVE CONCERNS ADEQUATE DIRECTIONS -SHOULD SPECIFY HOW THE TEST IS SET UP, THE PREPARATION OF INDIVIDUALS TO BE TESTED, AND ADMINISTRATION AND SCORING PROCEDURES NORMS -RECENT AND APPROPRIATE NORMS THAT ARE PROVIDED WITH OR FOR A TEST CAN SAVE THE TIME NECESSARY TO DEVELOP LOCAL NORMS; OR, AT LEAST SERVE AS TEMPORARY STANDARDS UNTIL LOCAL NORMS CAN BE DEVELOPED USEFUL SCORES -TEST SHOULD YIELD A USEFUL SCORE EXPRESSED IN A SINGLE UNIT OF MEASUREMENT THAT CAN BE INSERTED INTO A FORMULA WITH LITTLE EFFORT

19. ADMINISTRATION PRETEST PROCEDURES GIVING THE TEST POSTTEST PROCEDURES

20. PRETEST PROCEDURES KNOW THE TEST -CAREFULLY READ THE DIRECTIONS OR TEST MANUAL SEVERAL TIMES, THINKING ABOUT THE TEST AS YOU READ -AVOID OVERLOOKING SMALL DETAILS ABOUT PROCEDURES AS IT WILL LEAD TO MISTAKES DEVELOP TEST PROCEDURES -SELECT THE MOST EFFICIENT METHOD OF TESTING: GROUP VS. INDIVIDUAL TESTING; ONE PERSON TESTING, MULTIPLE TESTERS, OR TESTING INDIVIDUALS IN PAIRS -IDENTIFY EXACT SCORING REQUIREMENTS AND UNITS OF MEASUREMENT (PREFERABLY A SINGLE UNIT OF MEASUREMENT) -ANTICIPATE MISTAKES AND PLAN WHAT YOU WILL DO WHEN MISTAKES ARE MADE -CONSIDER ALL ASPECTS OF SAFETY -PRACTICE ADMINISTRATION OF THE TEST

21. PRETEST PROCEDURES DEVELOP DIRECTIONS -ADMINISTRATIVE PROCEDURES -INSTRUCTIONS ON PERFORMANCE -SCORING PROCEDURE AND THE POLICY ON INCORRECT PERFORMANCE -HINTS ON TECHNIQUES TO IMPROVE SCORES PREPARE THE STUDENTS OR PROGRAM PARTICIPANTS PSYCHOLOGICALLY AND PHYSIOLOGICALLY FOR TESTING -NOTIFY INDIVIDAULS ABOUT THE TESTING IN ADVANCE, WHAT THE TEST IS, AND WHAT THE TEST INVOLVES

22. PRETEST PROCEDURES PLAN THE WARM-UP AND TEST TRIALS -WARM-UP IMPROVES RELIABILITY -SHOULD BE PLANNED AND SPECIFIC TO THE SKILL BEING TESTED -SUPERVISED WARM-UP BY TESTER IS MOST EFFECTIVE -FIRST FEW TRAILS OF A MULTIPLE TRIAL TEST MAY SERVE AS A WARM-UP SECURE THE EQUIPMENT AND PREPARE THE TESTING FACILITY -ALL EQUIPMENT SHOULD BE ON HAND AND THE FACILITY PREPARED BEFORE THE DAY OF THE TEST -THIS SAVES TIME AND AVOIDS LAST MINUTE PROBLEMS

23. PRETEST PROCEDURES MAKE SCORING SHEETS -PREPARE GROUP OR INDIVIDUAL SCORECARDS -INDIVIDUAL SCORECARDS ARE BETTER WHEN A PERSON ROTATES AMONG TESTING STATIONS OR WHEN INDIVIDUALS ARE TESTING EACH OTHER ESTIMATE THE TIME NEEDED -MINIMIZES CONFUSION AND MAXIMIZES THE USE OF AVAILABLE TIME

24. GIVING THE TEST PREPARATION -WARM-UP OR PRACTICE -EXPLAIN THE TEST INSTRUCTIONS AND PROCEDURES -DEMONSTRATE THE TEST -LET THE PERSON COMPLETE A PRACTICE TRIAL OF THE TEST MOTIVATION -GIVE ALL PARTICIPANTS THE SAME DEGREE OF MOTIVATION AND ENCOURAGEMENT SAFETY -WATCH CLOSELY FOR ANY SAFETY PROBLEMS OR POTENTIAL INJURIES

25. POSTTEST PROCEDURES ANALYZE THE TEST SCORES -BUILD A DATA BASE -ENTER DATA INTO COMPUTER -COMPLETE STATISTICAL ANALYSIS -INTEPRET STATISTICAL ANALYSIS -REPORT TEST RESULTS TO THE PEOPLE TESTED IN A CONFIDENTIAL AND MOTIVATING MANNER RECORD KEEPING -KEEP SCORING SHEETS AND DATA ANALYSIS DOCUMENTS IN A SECURE AND CONFIDENTIAL FILE CABINET

27. CHALLENGES IN MEASURING INDIVIDUALS WITH DISABILITIES FINDING OR DEVELOPING A TEST OR BATTERY OF TESTS FOR EACH POSSIBLE COMBINATION OF DISABLING CONDITIONS FINDING NORM-REFERENCED AND/OR CRITERION- REFERENCED STANDARDS SHORTER ATTENTION SPAN AND PROBLEMS WITH COMPLICATED DIRECTIONS; BOTH OVER AND UNDER VERBALIZING CAN HINDER PERFORMANCE AND REDUCE RELIABILITY OFTEN DIFFICULT TO HAVE INDIVIDUALS TEST EACH OTHER IN PAIRS VAST HETEROGENEITY IN NEEDS AND PERFORMANCE LEVELS WIDE DIFFERENCES IN ABILITY FROM INDIVIDUALS WITHOUT DISABILITIES, MAKING THE RELIABILITY AND VALIDITY FOR COMMON TESTS QUESTIONABLE LACK OF EXPERIENCE WITH TEST PERFORMANCES THUS DECREASING THE RELIABILITY AND VALIDITY OF COMMON TESTS DIFFICULTY IN STAYING ON TASK AND GIVING MAXIMUM EXERTION BECAUSE THEY DO NOT UNDERSTAND WHY OR HOW TO GIVE IT, OR DO NOT UNDERSTAND THE TEST PROTOCOL

28. MEASURING INDIVIDUALS FROM DIFFERENT POPULATIONS ALL PEOPLE DO NOT RESPOND THE SAME WAY TO TESTING THE SAME TEST, TEST PROTOCOL, AND PERFORMANCE SCORE EXPECTATIONS CANNOT BE APPLIED TO ALL PEOPLE UNDERSTANDING THE CHARACTERISTCS OF THE PEOPLE IN THE POPULATION TESTED AND EXPERIENCE IN TESTING PEOPLE IN THE POPULATION IS VITAL TO OBTAINING TEST SCORES UPON WHICH YOU CAN BASE VALID INTERPRETATIONS

29. THAT ABOUT WINDS IT UP FOR LECTURE THIS WEEK FROM SAN JOSE STATE UNIVERSITY WHERE THE WOMEN ARE STRONG THE MEN ARE GOOD LOOKING ALL THE STUDENTS ARE ABOVE AVERAGE THE PROFESSORS ARE LONG WINDED

30. COMMENTS OR QUESTIONS?? THANK YOU!!