KNR 341 EXAM #1 QUESTIONS WITH VERIFIED SOLUTIONS LATEST UPDATE 2026

KNR 341 EXAM #1 QUESTIONS WITH VERIFIED SOLUTIONS LATEST UPDATE 2026 test - Answers instrument, protocol, or technique that measures an attribute of interest measurement - Answers process of collecting data on attribute of interest evaluation - Answers process of interpreting collected measurement to make professional judgement of value or worth relationship between test, measurement, and evaluation - Answers test defines what is being measured (psychomotor, cognitive, affective) measurement is protocol/procedure and considerations (validity, reliability, objectivity) evaluation is translation of results into meaningful information (norm-referenced and criterion-referenced standards, formative and summative) quantitative - Answers numerical value or rating (i.e., mile time, score on shooting test, grade on exam) qualitative - Answers descriptive rating with words (i.e., "excellent" ranking on throwing form, checklist on golf swing, score on gymnastics routine) uses of measurement and evaluation in P.E. for assessing STUDENTS - Answers - diagnosis (strengths, weaknesses, needs) - classification (homogenous, heterogenous) - achievement (final ability level at point in time) - improvement (difference in start/end performance) - motivation uses of measurement and evaluation in P.E. for assessing TEACHER - Answers - program evaluation (evaluating units, curriculum, instructional effectiveness, assignment of grades) - public relations (data used to justify curriculum) - prediction (data used to predict future occurrence) uses for test, measurement & evaluation in a P.E. setting - Answers STUDENT: - diagnosis of strengths, weaknesses, and needs - classification of skill level - improvement from start/end of unit - motivation TEACHER: - evaluating units, curriculum, instructional effectiveness, and assignment of grades - data used to justify curriculum to public - data used to predict future occurrence current trends that impact measurement and evaluation practices - Answers - increasing regular PA (promotion of PA, CSPAP) - problems with obesity - evaluation standards for school programs - alternative assessments - rapid technological advances program goals - Answers broad, holistic standards that evolve from mission and philosophical aims that serve as a link between the philosophy and program activities unit objectives - Answers targets for students and teachers during a unit; linked to program goals performance-based objectives - Answers more specific than unit objectives; should be measurable and observable; includes behavioral objectives relationship between program goals, unit objectives, and performance-based objectives - Answers each should be linked to one another; performance-based objectives should match unit objectives, unit objectives should match program goals 4 learning domains of P.E. and examples of program goals (SHAPE) - Answers - health-related physical fitness domain (SHAPE 3) - psychomotor domain (SHAPE 1 and 3) - cognitive domain (SHAPE 2 and 3) - affective domain (SHAPE 4 and 5) 5 steps of program development (hint hint wink wink) - Answers 1) establishing program philosophy (optimal participation, activity based settings, mission statement) 2) developing program goals (broad standards for each domain) 3) planning program activities (choosing and sequencing activities, determine desirable unit outcomes) 4) delivering the program (performance-based objectives) 5) evaluating and improving the program (evaluation at end of semester/year AFTER delivering program, linked to modifying steps 1-4) needs assessment - Answers procedure used to identify strengths and weaknesses related to program; helps determine appropriate goals and activities used for any of 4 domains, determines relative status of program, requires pre and post tests role of measurement and evaluation procedures in program development and revision - Answers evaluation takes place AFTER delivering program; linked to modifying steps 1-4 with collected data validity - Answers degree of truthfulness of a test score (most important criteria) continuous rather than discrete, determines confidence of accuracy of data reliability - Answers a test that produces consistent results over several trials; measurement with consistent error objectivity - Answers type of reliability that concerns administration of tests; PREREQUISITE for reliability; depends on clarity of instructions and affects consistency relationship between validity, reliability, and objectivity - Answers without objectivity an instrument will lack reliability; objectivity is a prerequisite for reliability without reliability, a test cannot be valid a test may be reliable but not valid objectivity is first characteristic measured, but validity is the most important content validity - Answers "force" or "logical" validity that depends on professional judgement of logic and comparison; in-depth analysis ensures representativeness of test items establishing content validity - Answers - Does the test measure what the test takers were taught? - Does test match content? - refer to lesson objectives - professional expertise correlation coefficient - Answers relationship between 2 variables; determined by # of -1.00 to +1.00; closer to 0 = less closely related, higher # = more closely related 0.8 or higher = IDEAL criterion-related validity - Answers correlates scores from a test to a specific criteria that accurately measures the same attribute of interest; includes concurrent and predictive validity establishing criterion-related validity (hint hint wink wink) - Answers - actual participation - expert panel of judges - known valid criterion ("gold standard") construct validity - Answers refers to the degree that results of a test accurately measure an attribute or trait that cannot be directly measured EXAMPLES: - anxiety - attitude towards PA - ability to play basketball test-retest reliability - Answers administering test twice to same subject in same conditions; interval between tests should be as short as possible; two data sets correlated (0.7 or higher is desirable) alternate form reliability - Answers two equivalent forms of test or survey in question are required; both tests are administered; interval between tests should be as short as possible; two data sets correlated EXAMPLES: - PACER or mile test (VO2 max) - two surveys measuring same attribute split-half or odd-even reliability - Answers only one test administration required; results are split in half or separated by odd-even items to create two sets of data; correlate two data sets establishing objectivity - Answers - teacher must understand test - teacher must administer test appropriately (proper protocols) - students must understand how test is performed and scored - same instructions, proper demos, same administration method 8 factors for planning test administration (hint hint wink wink) - Answers 1) secure materials and prepare test area - equipment, supplies - testing area - arrangement of testing area 2) know the test 3) record scores efficiently 4) train testers 5) practice test items 6) warm up for PA tests 7) standardize instructions (provide consistent instructions for all)