The purpose of this assignment is to develop an original rating scale (instrument, checklist, rubric, questionnaire, survey, etc.).  You will describe the problem, refine the problem, describe the instrumentation and methodology, and analyze the results.  Ultimately, you will create the instrument/scale you will use.

This scale could be, by not required to be, used to evaluate performance in the psychomotor or health-related fitness domains (for teacher certification and athletic training) and health-related fitness, health risk or behavior management domains (for HPFM).  You are not limited to assessing in any particular domain - the intention is for you to identify a purpose/objective for something related to your major.

Assessment information and links: (assessment information on this link) (Test construction resources) (Test item link) (Survey Construction) (How to write tests)

Respond to each question by first listing the question number and then adding your response.  The final paper will be two (three, if necessary) typed pages in length (e.g., Question 1-7 would be page 1 and the rating scale/instrument/tool would be page 2).  You can complete it in WORD or use Composer.  You can link the project as one file (questions 1-7 at top and instrument at the bottom) or you can link it as two files (one for questions 1-7 and one for the instrument) - make sure everything is linked to your portfolio page - please  include the following information.......

Problem
1. Identify the purpose/objective of the rating scale/assessment instrument/evaluation tool.

• Example: To measure the ability to use correct form when executing the short serve in badminton from both the right and left service courts. (sample rubric) (other samples)
• Example:  To measure the amount of behavior change when completing a smoking cessation program.
• Example:  To measure muscular strength and deficiency in university soccer players.

Refining the Problem
2.  Provide a description of the student/client/athlete population for which the rating scale is designed.

• This should include identifying information such as: age, gender, grade level/group/team, ability level, and amount of exposure to the activity.

3.  Identify how you could use the rating scale.

• Pretest, posttest, motivation, clearance, feedback, clearance, alert, achievement, improvement, final exam, grading, etc.
• Be clear about how you will use it.
  

4.  Identify the components/characteristics of the skill/issue you have selected to evaluate and why you have selected to emphasize these specific items. You may select to emphasize process, product or both.

Instrumentation and Methodology
5.  Your scale should differentiate between levels of correct/acceptable performance

• i.e. pass/fall; excellent-good-needs work; hold out of practice/practice @ 50%/ready to practice; 5-4-3-2-1, etc.
• Provide descriptors (make it clear what the difference is between each level) to enhance and clarify the interpretation and standardization for using the rating scale.

6.  What would the test administrator need to know about using this instrument and the procedures followed to administer the rating scale.

• Include the following information: equipment, facility, preparation of testing station, time for administration, type of training the user needs to have, and any other pertinent information.

Analysis of Results
7.   Describe how you would use the results of the rating scale.

• e.g., What is passing grade?  Will I want to convert numbers to letter grades? Will I require a doctor's note if a certain set of criteria are not met? What percentage of the final grade will this test represent? Will the athlete be able to return to the practice field/to the game? Will I use the results to admit a client to my fitness center?
• Will it be a formative or summative evaluation?  

Scale/Instrument/Form

• The format will vary. You should refer to different examples discussed in class. Consider that all the necessary information should be on this page which could include items discussed previously.
• The rating scale/assessment instrument/evaluation tool must be typed (word or composer) in the format under which it will be used....... neatness and ease-of-use counts.  It should be ready for printing and use.  Imagine that I would be printing it and taking it to the assessment site.
• Make sure the rating scale is "user friendly". Items which should be included are: (1) a place for name(s), date, grade/class/group; the name of the skill(s) evaluated; (2) purpose/objective of scale; (3) directions for using the scale; (4) the items assessed and places to record responses; (5) the scale used for recording the results that is the difference between a 1-2-3-4-5 or pass fail (you should have already explained how to determine degree of difference (you may have done this earlier in #5).

References

• Cite at least one book, web site or journal you referenced in developing this rating scale. Remember - you are using this as a reference - copying or using significant parts is plagiarism and will result in a zero (0) for the assignment.  Use appropriate bibliographic format as follows:

Journals:
Allison, P.A. (1997). What and how preservice physical education teachers observe during an early field experience. Research Quarterly, 58(3), 242-249.

Book:
Popham, P.C., Rink, J., & Silverman, S. (1998). Educational Statistics, 2nd ed. New York: Harper and Row.

Website:
Herman, Aschbacher, & Winters. Rethinking Assessment. In State of NJ. Retrieved June 26, 2007, from http://www.state.nj.us/education/frameworks/chpe/chapter5.pdf

Due Date:  April 28.