Test, Measurement and Evaluation Questions and Answers

Answer: A

Both statements are right and R explains A. Tests and measurement help achieve specified objectives, because they show where students stand, what they have learned, and which activities or methods need change. Without such information a teacher or coach could not tell whether the objectives were being reached.

The reason, that tests and measurement are not an end in themselves, says why they are only means. Something that is not an end is valued for what it helps to achieve, so R accounts for A, and the options that call either false or unrelated are wrong.

Answer: C

The Brozek equation (1963) for estimating the percentage of body fat from body density is:

\[ F = \left[ \frac{4.57}{D} - 4.142 \right] \times 100 \]

Here F is the body fat percentage and D is body density. So the third option is correct. The expression with 5.142 changes the constant, the first option uses constants that do not belong to this formula, and the last option is also not from Brozek's work. The Siri equation, which is similar, uses 4.95 and 4.50.

Answer: B

A knowledge test measures information (I), application (II) and recognition (III) of what has been learned, which is the second option. Reviewal and appraisal are not what a knowledge test measures in the key, so the options that add them, which are the third and the fourth, are not chosen. The first option leaves out application. So I, II and III is the correct combination. Measurement of these abilities is done through objective written tests.

Answer: C

The validity coefficients as given in the key are: the Adam Physical Education Scale 0.77 (4), Cowell's social adjustment index 0.62 (3), the Blanchard Behaviour Rating scale 0.93 (2) and the Johnson Sportsman Attitude scale 0.43 (1). So I-4, II-3, III-2, IV-1, which is code C. The value 0.73 in the list is an extra item that matches none of the tests. The other codes use it or swap the values.

Answer: B

In the classification of body types the asthenic (printed asthemic) body is lean and thin (2). The athletic type is well built with proportionate musculature (3). The pyknic type is short and fatty (1). The dysplastic type is badly formed (4). So I-2, II-3, III-1, IV-4, which is code B. The other codes confuse the lean asthenic body with the short fatty or well built type.

Answer: A

Both statements are true and the reason explains the assertion. A criterion referenced test interprets a person's score by comparing it with a fixed standard and not with the scores of other people. Because it sets the minimum learning requirements of a content area, it tends to encourage closed, convergent thinking. This makes the reason a fair explanation of how such tests work, which is the first option. Norm referenced tests, by contrast, compare a person with the group.

Answer: B

A score to which an obtained score is compared is a norm. Norms are standards derived from the scores of a reference group, such as age or sex wise averages, and they let one interpret what an individual score means.

Data are raw figures, a primary score is the raw score itself, and a grade is a letter or number label given to performance, so none of them is the standard of comparison.

Answer: C

Rational equivalence is a method of measuring reliability. It estimates the internal consistency of a test from the inter-correlation of its items, as in the Kuder-Richardson formulas.

Face validity concerns how a test looks, tournament standing is a ranking of teams and objectivity is the agreement between scorers, so those are not what rational equivalence measures.

Answer: D

Evaluation is a continuous process and it is the determination of how far the objectives are achieved, that is I and III. It goes on through the programme and checks the results against the objectives.

Evaluation is not only a subjective assessment, since it uses tests and measurement, and interaction between teacher and learner is a feature of teaching, so options with II or IV are wrong.

Answer: C

The Friedel field hockey test has the items pass receiving, dribbling and driving back the ball, that is I, II and III. Goal shooting is not one of the items.

The options with goal shooting are therefore wrong.