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LEC 14 - EVAL KNOWLEDGE

LEC 14 - EVAL KNOWLEDGE - SHOWTIME EVALUATING KNOWLEDGE...

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SHOWTIME!
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EVALUATING KNOWLEDGE
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INTRODUCTION KNOWLEDGE IS AN OBJECTIVE OF MOST PHYSICAL EDUCATION PROGRAMS KNOWLEDGE CAN INCREASE ENJOYMENT AS A SPECTATOR KNOWLEDGE IS AN OBJECTIVE IN ADULT FITNESS AND REHABILITATION PROGRAMS: WHY FITNESS IS IMPORTANT, HOW TO DEVELOP AND MAINTAIN FITNESS, IMPORTANCE OF GOOD DIET, WHY DID AN INJURY OCCUR, HOW CAN AN INJURY BE AVOIDED, ETC
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PURPOSES OF KNOWLEDGE TESTS ASSIGNING A GRADE OR SUMMATIVE EVALUATION MEASURING PROGRESS OR FORMATIVE FEEDBACK PROVIDING FEEDBACK TO STUDENTS OR PROGRAM PARTICIPANTS AS TO THEIR STATUS AND WHAT THE CLASS OR PROGRAM KNOWLEDGE EXPECTATIONS ARE MOTIVATING STUDENTS OR PROGRAM PARTICIPANTS TO LEARN THE MATERIAL TESTED ASSESSING TEACHING OR INSTRUCTIONAL EFFECTIVENESS
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LEVELS OF KNOWLEDGE
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THE FIRST FLOOR LEVELS OF BLOOM’S TAXONOMY
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TYPES OF KNOWLEDGE TESTS ESSAY VERSUS OBJECTIVE ESSAY TEST - PEOPLE ANSWER EACH ITEM (QUESTION) WITH WHATEVER INFORMATION THEY CHOOSE AND WRITE THEIR ANSWERS IN SENTENCES OBJECTIVE TESTS - TRUE-FALSE, MULTIPLE-CHOICE, AND MATCHING HAVE POTENTIAL ANSWERS PROVIDED WITH EACH QUESTION
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TYPES OF KNOWLEDGE TESTS MASTERY VERSUS DISCRIMINATION MASTERY TEST - FORMATIVE EVALUATION WITH CRITERION-REFERENCED STANDARDS WHICH ARE USED TO DETERMINE WHETHER INDIVIDUALS HAVE MASTERED THE MATERIAL (PASS-FAIL, PROFICIENT-NON- PROFICIENT); TYPICALLY EASIER QUESTIONS ASKED DISCRIMINATION TEST - SUMMATIVE EVALUATION WITH NORM-REFERENCED STANDARDS DESIGNED TO DIFFERENTIATE AMONG STUDENTS IN TERMS OF KNOWLEDGE; TYPICALLY HARDER QUESTIONS ASKED
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TEST CONSTRUCTION STEP 1: CONSTRUCT A TABLE OF SPECIFICATIONS STEP 2: DECIDE ON NATURE OF TEST OR TYPE OF QUESTIONS TO BE USED STEP 3: CONSTRUCT THE TEST ITEMS (QUESTIONS) STEP 4: DETERMINE THE TEST FORMAT AND ADMINISTRATIVE DETAILS (INSTRUCTIONS, NEATLY TYPED, EASY TO READ, ALL ITEM INFORMATION ON SAME PAGE, TEST ENVIRONMENT, ETC)
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TYPES OF TEST ITEMS (QUESTIONS)
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TRUE-FALSE QUESTIONS
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ADVANTAGES MANY ITEMS CAN BE ON TEST AS THEY CAN BE ANSWERED QUICKLY EASY AND QUICK TO WRITE QUICK TO SCORE FACTUAL INFORMATION IS EASILY TESTED STANDARDIZED ANSWER SHEETS CAN BE USED
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DISADVANTAGES ONLY FIRST LEVEL OF BLOOM’S TAXONOMY, BASIC KNOWLEDGE, CAN BE TESTED 50% CHANCE OF GUESSING ANSWER EASY FOR A PERSON TO CHEAT ENCOURAGES MEMORIZATION RATHER THAN UNDERSTANDING OF FACTS CAN BE AMBIGUOUS MAY TEST TRIVIAL INFORMATION REQUIRES MORE QUESTIONS TO ENSURE RELIABILITY
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CONSTRUCTION PROCEDURES KEEP QUESTION SHORT USE ONLY A SINGLE CONCEPT IN EACH QUESTION KEEP VOCABULARY SIMPLE
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