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Measurement Tools in PE Education

This document provides an overview of Module 6 for the course BPE 117 Curriculum and Assessment for Physical Education and Health Education. [1] It describes the learning objectives which are to discuss various methods for measuring student and teacher performance, the importance of assessment, and principles of test construction. [2] It then outlines topics like tools for measurement and evaluation, principles of test construction, and uses of grades. [3] The rest of the document discusses these topics in more detail and provides examples of tools like observation, rating scales, checklists, and tests that can be used to measure student performance.

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207 views8 pages

Measurement Tools in PE Education

This document provides an overview of Module 6 for the course BPE 117 Curriculum and Assessment for Physical Education and Health Education. [1] It describes the learning objectives which are to discuss various methods for measuring student and teacher performance, the importance of assessment, and principles of test construction. [2] It then outlines topics like tools for measurement and evaluation, principles of test construction, and uses of grades. [3] The rest of the document discusses these topics in more detail and provides examples of tools like observation, rating scales, checklists, and tests that can be used to measure student performance.

Uploaded by

Ri EL
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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CYCLE 1

2nd Semester | A.Y. 2020-2021

MODULE 6
Tools for Measurement and
Evaluation
March 22– 27, 2021

BPE 117
Curriculum and Assessment for Physical Education
and Health Education

Genesis G. Dimalanta
Instructor

Institute of Arts, Sciences and Teacher Education


BPED 3 –A
Module 6
Tools for Measurement and Evaluation

I. Learning Objectives
1. To describe the various methods by which performance of both the students
and the teachers can be measured and evaluated.
2. To discuss the reasons why assessment is important
3. To discuss the principles of test construction

II. Topic Outline


 Tools for Measurement and Evaluation
 General Principles in Test Construction
 Uses of Grades

III. Lesson Proper/Discussion

Watch the video about tools for measurement and evaluation and write a short
essay about the various methods by which performance of students can be
measured and evaluated.

Video watching: https://youtu.be/yRwpx__XGvQ

Tools for Measurement and Evaluation

In undertaking the different types of evaluation, the teacher tends to use test
scores as basis most of the time. This should not be the case, because the
teacher can use various tools or instruments to gather the information she
needs. Among these are:

1. Actual observation of student behaviour


2. Examination of work samples
3. Rating scales
4. Check list
5. Themes
6. Notebooks
7. Recitations
8. Homework; and
9. tests

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Observation and Work samples

Actual observation and examination of work samples are the two bases for
evaluating the student’s performance. The teacher should note, however, that
observation has limitations. The students may lose spontaneity in their
behaviour when they become aware that they are being watched.

Rating Scales

Rating scales are used especially for evaluating skills, procedures, and
personal social behaviour. They can also facilitate evaluation of the student
projects and other work.

Checklist

A checklist is different from a rating scale. It only indicates the presence or


absence of characteristics.

Themes, Notebooks, Recitations, Reports, and Homework

The written work of the students like themes, notebooks, recitations, etc. can
provide evidences of students’ progress. Hence, all written work should be
checked.

Tests. Teachers in a effort to measure and eventually evaluate student


learning in the classroom use a variety of tests.

General Principles in Test Construction

Gronlund (1982 as cited by Arends, 1994) provides the basic principles that
should guide the teachers as they design an assessment system and create
their own tests.

1. Measure all instructional objectives

Teachers should construct tests to measure clearly the learning


objectives they have communicated to students. The test should be in
harmony with the teacher’s instructional objectives.

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2. Cover all learning tasks

A good test does not focus entirely on one type of objective such as
factual recall; rather, it should measure a representative sample of the
teacher’s learning objectives.

3. Use appropriate test items.

Some types of test items, such as matching or fill in the blanks, are
better for measuring recall of specific information; others, such as essay
items, are better for tapping higher-level thinking processes and skills.

4. Make tests valid and reliable.

A test is said to be reliable when it produces dependable, consistent


scores for persons who take it more than once over a period of time.

5. Use test to improve learning.

This final principle is meant to remind the teachers that although tests
may be used primarily to diagnose or assess the student achievement,
they can also be a learning experience for the students.

Uses of Grades

1. To determine who of the students are to be promoted to the next year


and who are to be retained another year or eliminated from a class.

2. To motivate the students to work hard.

3. To guide the planning of the student’s current school work.

4. To guide plans for future education.

5. To provide records for the school.

6. To provide reports for student progress for the parents and the student
himself.

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IV. Evaluation/Assessments/Student’s Activities/Worksheets

NAME: ____________________________ DATE:_______________


PROGRAM,YR & SECTION: ___________________________ SCORE:_____________
NAME OF TEACHER: Mr. Genesis G. Dimalanta COURSE CODE: BPE 117

WORKSHEET 6:

A. IDENTIFICATION:

Identify what concept or idea is being described by each statement


in column A. Write your answer on the blank provided in column B.

Column A- Statements Column B- Answers


1. These are used especially for
evaluating skills, procedures,
and personal social behaviour.
2. It indicates the presence or
absence of characteristics.
3. It can provide evidences of
students’ progress.
4. These are systematic procedures
for measuring the results or
effects of instruction on
learning.
5. These are the two bases for
evaluating the students’
performance.

B. Answer the following in 5 or more complete sentences.

1. Explain the principles of test construction.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.

2. Why is it important to understand and apply the basic principles in test


construction?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________.

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3. Explain the reasons why assessment is important.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________.

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V. References

Books and Journals:

Curriculum Development by Purita P. Bilbao, Ed. D, Paz I. Lucido, Ed. D,


Tomasa C. Iringan, Ph. D, and Rodrigo B. Javier, Ph. D.

Principles and Strategies of Teaching by Victoria O. Acero, Ph. D, Evelyn S.


Javier, M.A, and Herminia O. Castro, M. A.

Principles of Teaching by Brenda B. Corpuz, Ph. D, and Gloria G. Salandanan,


Ph. D

DepEd K-12 Curriculum Guide Physical Education Grade 1 to 10

DepEd K-12 Curriculum Guide Physical Education Grade 11 and 12

Net References:

http://www.khayma.com/muhannad/Dr%20Amer%20lectures/curiculum%20
lectures%20en/curriculum%20concepts%20nature%20and%20purposes.pdf
https://youtu.be/9p1MvxGAolw
https://jacc2016.files.wordpress.com/2016/03/wwwwww.pdf
https://www.youtube.com/watch?v=E6qwyubXLA0
https://cd.edb.gov.hk/la_03/chi/curr_guides/Mentally/em-4.htm
https://www.youtube.com/watch?v=y2ZHRHC9wtA
https://www.slideshare.net/milcrez/assessing-the-curriculum-67159506
https://youtu.be/1UjiHA3g39g
https://phoenixmed.arizona.edu/assessment/measurement-tools
https://www.dur.ac.uk/learningandteaching.handbook/6/principles/
https://youtu.be/HBh6lFcUHio
https://www.deped.gov.ph/wp-content/uploads/2019/01/PE-CG.pdf
https://www.deped.gov.ph/wp-content/uploads/2019/01/SHS-Core_PE-and-
Health-CG.pdf

VI. Official MCC Disclaimer

Disclaimer:
It is not the intention of the author/s nor the publisher of this module to have monetary

gain in using the textual information, imageries, and other references used in its production.

This module is only for the exclusive use of a bona fide student of Mabalacat City College.

In addition, this module or no part of it thereof may be reproduced, stored in a retrieval

system, or transmitted, in any form or by any means, electronic, mechanical, photocopying,

and/or otherwise, without the prior permission of Mabalacat City College.

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