TEST MEASUREMENT AND

EVALUATION.
.TEST:-
TEST: Test means an instrument to be used
for accurate measurement of anytime. It may
be a written question paper or a measuring
tape, thermometer, weighing scale etc. Test
is pre-requisite for all measurements.
Definition:- Test may be defined as,” A form
of questioning or measuring tool used to
assess the status of one’s skill, knowledge,
attitudes or fitness”.
MEASUREMENT is a specific score given by
an expert every time a test is applied. Every
time, a test is used it must have its score
called measurement.
. Measurement can also defined as,
”administration and scoring of tests”.
EVALUATION:-
EVALUATION: The evaluation assigns the
worth or value to the measurements
score. Evaluation is a technique of
decision making be using valid
measurements for comparison with either
norm-referenced or criteria-referenced
standards.
“evaluation is the process of determining
the value or worth of measurements
collected through tests”.
PRINCIPLES OF
MEASUREMENT AND
EVALUATION.
 Measurement and Evaluation should be
used as a means to an end.
 Measurement and Evaluation should be
related to goals and objectives.
 Measurement and Evaluation should be
used to determine the value of equipment,
materials, and methods.
 Measurement and Evaluation should use
both objective and subjective techniques.
. Measurement and Evaluation are
normally preceded by instruction and
practice.
 Measurement and Evaluation should
be conducted in a professional
manner.
 Measurement and Evaluation should
be conducted by trained personnel.
 Measurement and Evaluation use
criterion-referenced standards and
norm-referenced standards.
.
Measurement and Evaluation should
be used for both formative and
summative purposes.
 Measurement and Evaluation
consider the whole individual and the
environment.
 Measurement and Evaluation in the
physical education program must
function soundly within the school
philosophy.
IMPORTANCE OF TEST,
MEASUREMENT AND EVALUATION
 Classification of sports
persons/athletes.
 Selection of sportspersons.
 To measure current status.
 Testing the training effect.
 Individualisation of training.
 Motivation of sportspersons.
 To achieve goals and objectives.
. To predict performance potentials.
 To compare and evaluate training
methods.
 To conduct research.
 Measurement of progress.
 Measurement of changed habits.
 Needs assessment test.
 Development of sportspersons.
 To prepare norms and standards.
CLASSIFICATION OF
TESTS
 Statistical tests
 Physical tests
 Psychomotor tests
 Written tests
.
STATISTICAL TESTS:- these tests deal with
already reported data for further calculation.
In order to reach at some meaningful results
on the basis of measured data, these tests
are needed for the processing of data for
obtaining descriptive and interferential results.

PHYSICAL TESTS:- Those tests which are

used to measure size or components of body
or body parts are known as physical tests
PSYCHOMOTOR TESTS:- Psychomotor tests
are those tests which are used with the active
participation of the subjects by their
performance in the specific motor activities.
Thus these tests measure various affecting
movements and their mental coordination.
These may be classified in numerous ways:-
 Physiological performance tests
 Physical performance tests:-
1. Basic performance tests (speed, strength, flexibility etc)
2. Fundamental movement tests (running, jumping, throwing,
etc)
3. Sports skill tests.
WRITTEN TESTS:- these are those tests which
are used to measure subject’s knowledge,
understanding and affective behaviour.
Written tests may be further classified in to the
following two types:-
 Standardized tests and teacher made tests:-

standardized tests are constructed

scientifically and are usually accompanied by
norms
teacher made test are constructed for local
use. The validity and reliability of these tests
are seldom reported.
 Subjective and objective tests:-
subjective tests require answer in
paragraph form and therefore, answers
vary from subject to subject. These test also
known as essay type tests.
objective tests are small questions
requiring brief replies like yes/no, fill in
blanks etc. which may be scored quite
objectively.
 CONSTRUCTION OF TESTS
KNOWLEDGE TESTS
 Testing plan:-
plan the knowledge tests may be
constructed with the help of following two
aspects of the testing plan:-
1. Determining the purpose of test.
2. Finalising criterion of testing plan.
 Test content scheme:-
scheme the contents of
knowledge test are based on the
measurement of six stage educational
objectives.
information, comparison, application,
analysis, synthesis and evaluation.
 Preparing test items:-
1. Essay type items
2. Objective test items
1. Recognition
a. Alternate choice test items
b. Multiple choice test items
c. Matching test items
2. Recall tests
a. Simpler recall tests
b. Completion recall tests
SPORTS SKILL TESTS
Step I Determining the purpose and format
Step II Reviewing criteria
Step III Analyzing sports to be tested
Step IV Reviewing criteria
Step V Selecting test items
Step VI Acquiring facilities and equipments
Step VII Establishing procedure
Step VIII Conducting a pilot study
Step IX Administration of revised test items
Step X Finding validity, reliability & objectivity
Step XI Developing norms
Step XII Preparing test manual
Step XIII Updating and revision.
 CRITERIA FOR TEST
SELECTION
The criteria of selection/construction of test is
based on the following scientific attributes:-
 Validity
 Reliability
 Objectivity
 Precision
 Feasibility
VALIDITY :- validity may be calculated
mathematically or logically and is the
extent that a test measures what it is
supposed to measure.
“the process of evaluating the degree to
which a test measures the factor for
which it was designed”
There are four validation procedures
that are widely accepted :-
 Content validity:-
validity the extent to which a
test measure subject matter content ant
the behavioural changes under
consideration.
Procedure:- compare test content to the
behavioural objectives.
 Construct validity:-
validity attempting to
determine what test tell about an individual
or about the amount of the trait any
individual possesses shows concern with
construct signifying validity.
Procedure:- compare the factors that
influence scores on the test to the
constructs.
 Predictive validity:- how well the test
performance measures a student’s future
performance.
Procedure:- compare test score by
correlation with a criterion of performance
obtained at a later date.
 Concurrent validity :- how well the test
performance measures a student’s current
performance of a trait.
Procedure :- compare test scores by
correlation with another measure of
performance obtained at the same time.
RELIABILITY :- reliability deals with how
consistently a certain trait is measured by a
particular test.
“the process of evaluating the degree of
consistency with which a test or an
instrument measures”
Types of reliability :-
 Repeated measures of a single person:-
how accurate the test is when repeated on
the same individual
Procedure :- the standard error of
measurement is computed and interpreted
 Relative position within a group:-
1. Test-retest :- how accurate the test is when
repeated with the same group either
immediately or after a rest period.
Procedure:- a correlation is computed between
the first and second administration of the same
test to the same group.
2. Parallel forms:- how accurate the test is when a
parallel or equal form is repeated with the same
group either immediately or after a rest period.
Procedure :- a correlation is computed between
the test and the parallel form after they are
administered to the same group.
3. Split-half:- how consistent the test is when
one half is compared to the second half.
Procedure:- a correlation is computed
between two half of the same test.
4. Logical reliability:- it is the procedure
whereby the teacher who utilized self
constructed test can increase the chance of
administering a reliable test.
Procedure:- determining the factors that
make a test reliable and demonstrate how
the test contains those factors.
 OBJECTIVITY :- objectivity is the degree to
which consistent results are obtain from two
or more test administrators.
“the process of evaluating the degree of
agreement in the results obtained by different
testers by using the same tests or
instruments”
 PRECISION :- the refinement of the
instrument is referred to as its precision.
“the degree of the refinement with which an
instrument may be measure the quality being
measured”
 NORMS:- norms may be defined as “the
status quo of defined group in the form of
statistical constants” in other words, norms
provide scoring scales, say in the form of
percentiles of a defined population.
norms represent the achievement level of a
particular group to which obtained scores can
be compared.
 STANDARDS :- a standard may be defined
as “the degree of achievement or trait
prescribed essential to a certain selection or
other functions for a specific category of
individual”
 ADMINISTRATION OF

TEST
ADMINISTRATION PROTOCOL:- the
following guidelines are helpful in test
administering tests:-
1. Select and administer a test for a specific
purpose, and be certain that it is administered
in such way that it accomplishes that purpose.
2. Become familiar with the test and the
procedure involved before attempting to
administer it.
3. Make early arrangements for all necessary
facilities and equipment, and be sure the
equipment is in the functional condition.
4. determine the layout of testing station and
have needed equipment in place at the
required time. the layout for testing should
permit the test items to be given in correct
sequence and still result in easy flow of traffic.
5. Be sure those being tested appear in
appropriate clothing, especially in appropriate
footwear.
6. Make early arrangements for necessary
assistant leaders to help administer the test.
7. Conduct the test exactly as explained in the
instruments.
8. Teach the students to perform the test items
correctly.
A. State the purpose of the test item.
B. Give description of the test item and the way to perform it.
C. Demonstrate the items
D. Answer any question to clarify procedure.
E. Lead the students in the practice of the items for which
pre-test practice is appropriate.
F. Describe briefly the method of scoring and the way results
will be interpreted and scored.
9. Have the necessary score sheets, pencils and
scoring scales available
 PREPARATION OF
REPORTS
 After taking measurement of test for the
different subjects, it is an important post test
function to prepare test reports
 The preparation of good reports should be able
to portray the results in understanding manner
to those for whom these have been prepared
The reports are presented through:-
• Tables
• Graphs
• Profiles