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Direct linkFurtado, Ovande, Jr.; Gallagher, Jere D. – Research Quarterly for Exercise and Sport, 2012
Mastery of fundamental movement skills (FMS) is an important factor in preventing weight gain and increasing physical activity. To master FMS, performance evaluation is necessary. In this study, we investigated the reliability of a new observational assessment tool. In Phase I, 110 video clips of children performing five locomotor, and six…
Descriptors: Classification, Psychomotor Skills, Basic Skills, Reliability
Chen, Weiyun; Hendricks, Kristin; Zhu, Weimo – Journal of Teaching in Physical Education, 2013
The purpose of this study was to design and validate the Basketball Offensive Game Performance Instrument (BOGPI) that assesses an individual player's offensive game performance competency in basketball. Twelve physical education teacher education (PETE) students playing two 10-minute, 3 vs. 3 basketball games were videotaped at end of a…
Descriptors: Test Construction, Team Sports, Competence, Physical Education
Download full textTran, Thu H. – Online Submission, 2012
The vast majority of second language teachers feels confident about their instructional performance and does not usually have much difficulty with their teaching thanks to their professional training and accumulated classroom experience. Nonetheless, many second language teachers may not have received sufficient training in test development to…
Descriptors: Second Language Instruction, Language Tests, Test Construction, Test Validity
Hamed, Razan; Tariah, Hashem Abu; Malkawi, Somaya; Holm, Margo B. – International Journal of Rehabilitation Research, 2012
The Mayo-Portland Adaptability Inventory 4 (MPAI-4) is a valid and reliable assessment tool to detect clinical impairments in patients with acquired brain injury. The tool is widely used by rehabilitation therapists worldwide, given its good psychometric properties and its availability in several languages. The purpose of this study was to…
Descriptors: Performance Tests, Performance Based Assessment, Semitic Languages, Psychometrics
Egeland, Jens; Kovalik-Gran, Iwona – Journal of Attention Disorders, 2010
Objective: A previous factor analysis of the Conners' Continuous Performance Test (CCPT) indicates that the test measures 5 sub-functions of attention, namely "focused attention," "hyperactivity/impulsivity," "sustained attention," "vigilance," and "change in control." The present study further…
Descriptors: Schizophrenia, Language Impairments, Performance Tests, Hyperactivity
Soreni, Noam; Crosbie, Jennifer; Ickowicz, Abel; Schachar, Russell – Journal of Attention Disorders, 2009
Objective: To measure test-retest reliability of the Stop-Signal Task (SST) and the Conners' Continuous Performance Test (CPT) in children with ADHD. Methods: 12 children with ADHD (age 11.46 plus or minus 1.66) participated in the study. Primary outcome measures were stop-signal reaction time (SSRT) for the SST and CPT's commission errors (%FP).…
Descriptors: Intervals, Reaction Time, Performance Tests, Attention Deficit Disorders
Peer reviewedMcGilligan, Robert P.; And Others – Psychology in the Schools, 1971
Descriptors: Art Education, Performance Factors, Performance Tests, Test Reliability
Osborn, William C. – 1977
Four essential dimensions of a performance test are detailed: directness of test method, type of criterion, standardization of conditions, and objectivity of scoring. For simplicity these factors are described as if each were dichotomous, when in actuality each is a continuum; a test method may be more or less direct, conditions more or less…
Descriptors: Performance Tests, Scoring, Test Reliability, Test Validity
Manpower Administration (DOL), Washington, DC. U.S. Training and Employment Service. – 1969
To compare the reliability of performance on recorded dictation tests with performance on live tests, 216 university students who were nearing completion of an intermediate shorthand course and 26 job applicants seeking stenographic positions were divided into 10 groups, with five receiving live dictation and five receiving recorded dictation. The…
Descriptors: Comparative Analysis, Comparative Testing, Evaluation, Performance Tests
O'Connor, Patricia; And Others – 1974
For instructional materials to be certified as "effective," students must meet instructional objectives operationalized by criterion tests. By implication, evaluators must agree when criteria are or are not met. Fourteen instructors evaluated 10 posterior bridges. Interjudge agreements for total bridges and individual attributes were low, as they…
Descriptors: Dental Schools, Evaluation Criteria, Performance Tests, Rating Scales
Lim, Gad S. – ProQuest LLC, 2009
Performance assessments have become the norm for evaluating language learners' writing abilities in international examinations of English proficiency. Two aspects of these assessments are usually systematically varied: test takers respond to different prompts, and their responses are read by different raters. This raises the possibility of undue…
Descriptors: Performance Based Assessment, Language Tests, Performance Tests, Test Validity
Gueths, J. E. – 1971
The author outlines attempts in measurement in the objective-evaluation component of a descriptive astronomy course for the non-scientist, how the measurement has been made, and some conclusions tentatively drawn as a result of two attempts at these measurements. The learning objectives and summative performance tests have been conceptually…
Descriptors: College Science, Evaluation, General Education, Measurement
Hungerford, Harold R.; Miles, David T. – Sci Educ, 1969
Descriptors: Evaluation, Performance Tests, Scientific Methodology, Secondary School Science
Avery, Cathy A.; And Others – Research Quarterly, 1979
Results of an analysis of the Avery-Richardson Tennis Serve Test are presented. (JD)
Descriptors: Exercise Physiology, Motor Reactions, Performance Tests, Psychomotor Skills
Advokat, Claire; Martino, Leslie; Hill, B. D.; Gouvier, William – Journal of Attention Disorders, 2007
Objective/Method: The Conner's Continuous Performance Test (CPT) was administered to four groups of adult college students who self-referred for comprehensive psychoeducational evaluation and received either no diagnosis (n = 30) or a diagnosis of ADHD (n = 26), a psychiatric disorder (n = 17), or various cognitive deficits (n = 22). Results: The…
Descriptors: College Students, Performance Tests, Attention Deficit Disorders, Identification
