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《Measurement in physical education and exercise science》2013,17(1):21-39
The purpose of this study was to model expert judgment in test and instrument development using the many-faceted Rasch model. A 150-item value orientation inventory-2 (VOI-2) assessing the value of physical education curriculum goals was developed and evaluated by 128 university educators and 103 school-based physical educators. The experts were asked to rate the consistency of each item to represent one part of the broad curriculum goals using a 5-point rating scale. The many-faceted Rasch model was used to calibrate the rating scores, and 6 facets -- gender, ethnicity, employment type, rater, content area, and item -- were defined. Severity and consistency of the experts' judgments were examined and corrected before being applied to item evaluation. Further, the impact of group membership on expert judgment was examined. Items were then evaluated based on their logit scores and the consistency of their performance. Results suggest that most VOI-2 items were content domain representative and the raters were truly experts. The many-faceted Rasch model demonstrates a psychometrically appropriate technique for applying expert judgment in test development. 相似文献
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The main purpose of this study was to develop a Rasch Measurement Physical Fitness Scale (RMPFS) based on physical fitness indicators routinely used in Hong Kong primary schools. A total of 9,439 records of students' performances on physical fitness indicators, retrieved from the database of a Hong Kong primary school, were used to develop the Rasch scale. Following a series of iterative Rasch analyses that adopted the “data should fit the model” approach, four physical fitness indicators (i.e., 6-min run, 9-min run, 1-min sit-ups, and dominant handgrip) were successfully calibrated to form the RMPFS. The RMPFS and its scale indicators showed fit to the Rasch model sufficient for the intended purposes of measuring the overall fitness of children. The overall physical fitness measure reflects children's fitness on three key core components of physical fitness (i.e., cardio-respiratory fitness, muscular endurance, and muscular strength). Advantages of the RMPFS are discussed, and recommendations for future research follow. The findings of this study provide a better knowledge basis for interpreting children's physical fitness assessment results. 相似文献
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A valid test measuring children’s energy-balance (EB) knowledge is lacking in research. This study developed and validated the energy-balance knowledge test (EBKT) for fourth and fifth grade students. The original EBKT contained 25 items but was reduced to 23 items based on pilot result and intensive expert panel discussion. De-identified data were collected from 468 fourth and fifth grade students enrolled in four schools to examine the psychometric properties of the EBKT items. The Rasch model analysis was conducted using the Winstep 3.65.0 software. Differential item functioning (DIF) analysis flagged 1 item (item #4) functioning differently between boys and girls, which was deleted. The final 22-item EBKT showed desirable model-data fit indices. The items had large variability ranging from ?3.58 logit (item #10, the easiest) to 1.70 logit (item #3, the hardest). The average person ability on the test was 0.28 logit (SD = .78). Additional analyses supported known-group difference validity of the EBKT scores in capturing gender- and grade-based ability differences. The test was overall valid but could be further improved by expanding test items to discern various ability levels. For lack of a better test, researchers and practitioners may use the EBKT to assess fourth- and fifth-grade students’ EB knowledge. 相似文献
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采用实验法及数理统计分析法，对431名大学生的感知跳跃进行多次测量，用单因素方差分析法对测量数据的可靠性进行统计分析。结果表明，性别、测量次数和取值方法是影响测量可靠性的因素。建议在运动员选材、机能评定以及全民健身体质测评工作中推广应用文章中的两种方法。 相似文献
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本文以我院在校学生为研究对象,对各年级学生2011年和2012年体质测试成绩进行比较,由此分析学生身体素质现状和进入职校后体质的变化,由此提出3点职校体育课程的建议。 相似文献
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《Measurement in physical education and exercise science》2013,17(2):97-115
Educational reform has led to a more naturalistic, authentic assessment of student learning. The pendulum of alternative assessment has swung toward a portfolio format. Designing portfolio systems appropriate for K-12 physical education programs requires a multifaceted approach. To assist measurement and evaluation instructors, an 8-step process is described that can be used in courses or workshops for both preservice and inservice physical education teachers. The steps are (a) determine general and specific purposes; (b) decide the type(s) of portfolios to be used; (c) establish an organizing framework; (d) identify construction, storage, and management options; (e) establish a process for selecting items; (f) determine reflection and self-assessment techniques; (g) plan conference strategies; and (h) develop evaluation criteria and procedures. 相似文献
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文章运用问卷调查法、观察法、测量法、实验法和数理统计法等研究方法,在职业中等专业学校开设了为期2学年的女子防卫课程教学实践研究,旨在探索女子防卫课程教学对女生的健身价值和实用价值。研究结果表明：职业中等专业学校开设女子防卫课程不仅可以激发学生的学习动机、兴趣,提高学生的身心素质,促进学生身心健康,培养学生的终身体育意识和锻炼能力,而且能有效地提高学生的防卫能力,增强学生的防卫意识,减少学生身心受到损害。 相似文献
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大学生体质等级综合评定判别分类的方法 总被引：2，自引：0，他引：2
立足大学生体质综合评价方法的研究,从人体形态、机能、体能3个方面,确定了体质评价与类型判别的指标体系。运用极大似然数学方法。构建了大学男生《体质等级极大似然判别量表》,并与“身高标准体重”等级评定相结合,研制一种综合评定大学生体质等级判别分类的方法。 相似文献
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张蕊 《哈尔滨体育学院学报》2005,23(6)
中等职业学校体育教育,以培养社会需要的、具有健康体魄实用型中等人才为宗旨。“三自”式教学改革模式,让学生掌握一种或者几种锻炼身体的方法,同时培养快乐健身、进行终身体育锻练的理念。改变了学生,突出学生在学习中的主体地位,促进学生身心的健康发展。 相似文献
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利用中国学术期刊数据库查阅国内有关大学生体质健康研究成果,全面了解研究进展,系统分析建立卫生职业技术学院学生体质健康数据库的功能、系统、应用与对策等有关问题,构建学生体质健康数据系统模型。卫生职业技术学院学生体质健康数据库的建立与应用,证实了卫生职业技术学院体育与健康教育已从以技术传授为中心的教学模式向健康促进模式的转变,是全面实施《学生体质健康标准（试行方案）》的关键。 相似文献
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Lili Wu Xiao Ma Yutong Shi Shasha Tao Yong Yu Sijia Wang 《Research quarterly for exercise and sport》2019,90(2):105-112
Purpose: To summarize the framework and development procedure of the China National Assessment of Education Quality - Physical Education & Health in 2015 (CNAEQ-PEH 2015), an authoritative and evidence-based national surveillance protocol developed by the Ministry of Education of the People’s Republic of China for Grade 4 and Grade 8 students. Methods: The framework of CNAEQ-PEH 2015 included a test battery of physical fitness and health outcomes and self-reported questionnaires regarding facilitators and barriers to physical fitness and health in school settings and family status, completed by students, teachers, and principals. A qualified, standardized, and responsible work procedure was generated to provide insights into the quality of data collection and supervision of large-scale school-based physical fitness testing implementation. Measure development, stratified unequal probability sampling, and implementation were included in the working procedure. Results: In the first circle of the CNAEQ-PEH conducted on June 18, 2015, 111,173 Grade 4 students from 4,015 elementary schools and 72,243 Grade 8 students from 2,461 middle schools, along with their principals (n = 6,447) and physical education (PE) teachers (n = 11,418), were sampled by probability proportionate to size (PPS) across 323 counties in China. Results provided detailed information regarding students’ physical fitness outcomes, learning, lifestyle, and educational environment. Conclusions: CNAEQ-PEH 2015 is a large-scale assessment of physical fitness and health outcomes. It helps provide opportunities to understand the physical fitness and health status of Chinese Grade 4 and 8 students and to study the correlations of physical fitness and health, as well as their relationship with education-related indicators and academic performance. 相似文献
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Item response theory and the measurement of motor behavior 总被引：2，自引：0，他引：2
Item response theory (IRT) has been the focus of intense research and development activity in educational and psychological measurement during the past decade. Because this theory can provide more precise information about test items than other theories usually used in measuring motor behavior, the application of IRT in physical education and exercise science merits investigation. In IRT, the difficulty level of each item (e.g., trial or task) can be estimated and placed on the same scale as the ability of the examinee. Using this information, the test developer can determine the ability levels at which the test functions best. Equating the scores of individuals on two or more items or tests can be handled efficiently by applying IRT. The precision of the identification of performance standards in a mastery test context can be enhanced, as can adaptive testing procedures. In this tutorial, several potential benefits of applying IRT to the measurement of motor behavior were described. An example is provided using bowling data and applying the graded-response form of the Rasch IRT model. The data were calibrated and the goodness of fit was examined. This analysis is described in a step-by-step approach. Limitations to using an IRT model with a test consisting of repeated measures were noted. 相似文献
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The purposes of this study were: (a) to determine the optimal categorization of an instrument measuring women's exercise perseverance and barriers using the Rasch analysis and (b) to examine urban women's exercise perseverance and barriers. A 23-item barrier instrument with five response categories was administered to 479 women from a metropolitan area. The data analysis started from collapsing the original five adjacent categories into three and four categories and 11 sets of original and collapsed data were analyzed using the Rasch rating scale model. The model-data fit, category and separation statistics, and parameter estimates provided by Rasch analyses were used to determine the optimal categorization of the instrument. Instead of the original five-category construct, which had a disordered internal construct, a collapsed three-category construct (i.e., Very Often/Often, Sometimes/Rarely, and Never) was found to have the optimal categorization. The time barrier domain was found to be the most severe barrier domain, but the barrier "lack of self-discipline" was the most severe individual barrier. Rasch calibration provides a new way to construct an instrument with optimal categorization, to describe the nature of barrier items and the respondents' attribute being measured, and to develop a practical and informative scoring sheet. 相似文献
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江苏高校学生身心健康发展现状与策略研究 总被引：3，自引：0，他引：3
为探讨江苏高校学生体质与心理健康发展状况,采用文献资料、专家访谈、问卷调查等研究方法,对江苏地区高校学生体质健康水平和心理症状发展的现状进行调查。结果显示:大学生随年级递增,身体素质水平、体育生活方式良好程度呈先增后减趋势;苏中、苏南、苏北地区间学生体质水平有较大差异,不同年级大学生心理健康程度呈现二年级得分最低,三年级最高,一、四年级居中的状况。建议:增加高中毕业生综合体育素质评价在高考环节中的比重,加强学生良好体育生活方式的培养,积极建立科学的个性化运动处方网络体系和校园体育与学生心理健康发展的互动评价机制,实施高校体育工作第三方评估,构建学校、社区相联系的大学生体育组织体系,推动大学生身心健康的和谐发展。 相似文献
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为进一步贯彻落实《国家学生体质健康标准》精神,切实加强学校体育工作,2008年上半年对湖南工业大学等6所高校2007级学生进行身体形态、机能、素质3个方面进行测试,测试结果显示：湖南省2007级大学生体质健康状况总体良好,同时依据测试结果分析对湖南省体质健康工作提出相应的改进建议。 相似文献
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目的：探讨＂三自主＂＂三拓展＂＂四互动＂的＂三三四＂体育教学模式对大学生身体机能及素质的影响。方法：以湖南理工学院本部2010级3313名学生为研究对象,在2010级中全面实行＂三三四＂体育教学改革。经一学年的教学实验,结果表明：大学生身体机能和素质不同幅度的变化,具有显著性意义（P〈0.05）或（P〈0.01）。结论＂：三三四＂体育教学模式对大学生身体机能及素质产生了积极影响,是增强学生体质,提高运动能力的有效教学形式,是体育教学值得进一步探索和研究的一种教学模式。 相似文献
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目的:考察《大学生生涯决策自我效能问卷》在我国体育院校大学生人群的适用性,比较该人群生涯决策自我效能水平在专业类别和年级上的差异。方法:运用上述工具对1,740名体育院校大学生施测,采用验证性因素分析及Cronbachα系数考察该工具使用的效度和信度,在检验测量恒等性基础上,进一步跨组比较分析专业类别和年级的差异,并对体育院校系毕业生、各年级学生与普通高校学生的生涯决策自我效能进行平均数差异性检验。结果:二阶因素模型的拟合指数良好,各条目的因素负载在0.44～0.69间,均达到显著性水平,各分量Cronbachα系数在0.80～0.85间。各单样本生涯决策自我效能结构形态恒等,跨母群因素恒等模型可以接受。体艺类专业与非体艺类专业大学生在生涯决策自我效能上无显著差异,大四毕业生的水平著低于其他年级学生。体育院校学生的生涯决策自我效能与当前普通高校学生无显著差异,但大四学生的水平显著低于九年前普通高校毕业生水平。结论:这一测量工具适用于测量我国体育院校大学生生涯决策自我效能的水平,专业类别并不影响体育院校系大学生的生涯决策自我效能,这进一步证明生涯决策自我效能是一个与专业类别关联不大的概念结构。与同时期其他普通高校大学生一样,体育院校系毕业生临近就业,生涯自我效能水平明显低于低年级学生,这一现状与过去、国外状况不同。 相似文献
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Lars B. Borghouts Menno Slingerland Leen Haerens 《Physical Education & Sport Pedagogy》2017,22(5):473-489
Background: Assessment can have various functions, and is an important impetus for student learning. For assessment to be effective, it should be aligned with curriculum goals and of sufficient quality. Although it has been suggested that assessment quality in physical education (PE) is suboptimal, research into actual assessment practices has been relatively scarce.Purpose: The goals of the present study were to determine the quality of assessment, teachers’ views on the functions of assessment, the alignment of assessment with learning goals, and the actual assessment practices in secondary PE in the Netherlands.Participants and setting: A total of 260 PE teachers from different schools in the Netherlands filled out an online Physical Education Assessment Questionnaire (PEAQ) on behalf of their school.Data collection: The online questionnaire (PEAQ) contained the following sections: quality of assessment, intended functions of assessment, assessment practices, and intended goals of PE.Data analysis: Percentages of agreement were calculated for all items. In addition, assessment quality items were recoded into a numerical value between 1 and 5 (mean?±?SD). Cronbach’s alpha was calculated for each predefined quality aspect of the PEAQ, and for assessment quality as a whole.Findings: Mean assessment quality (±SD) was 3.6?±?0.6. With regard to the function of assessment, most PE teachers indicated that they intended using assessment as a means of supporting the students’ learning process (formative function). At the same time, the majority of schools take PE grades into account for determining whether a student may enter the next year (summative function). With regard to assessment practices, a large variety of factors are included when grading, and observation is by far the assessment technique most widely applied. A minority of PE teachers grade students without predetermined assessment criteria, and usually criteria are identical for all students. There is an apparent discrepancy between reported PE goals and assessment practices; although increasing students’ fitness levels is the least important goal of PE lessons according to the PE teachers, 81% reports that fitness is one of the factors being judged. Conversely, while 94% considers gaining knowledge about physical activity and sports as one of the goals of PE, only 34% actually assesses knowledge.Conclusions: Assessment in Dutch PE is of moderate quality. The findings further suggest that PE teachers consider assessment for learning important but that their assessment practices are not generally in line with this view. Furthermore, there seems to be a lack of alignment between intended learning outcomes and what is actually being valued and assessed. We believe that these results call for a concerted effort from PE departments, school boards, and the education inspectorate to scrutinise existing assessment practices, and work together to optimise PE assessment. 相似文献