Test, Measurement and Evaluation Questions and Answers

Answer: A

Obesity is related to endomorphy (2); linearity (leanness) to ectomorphy (4); muscularity to mesomorphy (1); and flexibility is measured by goniometry (3). The matching is I-2, II-4, III-1, IV-3.

The other codes mismatch the somatotypes: 4 1 3 2 gives obesity to ectomorphy, which is the lean type, and 1 3 2 4 gives obesity to mesomorphy, the muscular type.

Answer: A

A somatotype of 4-4-1, where the numbers give endomorphy, mesomorphy and ectomorphy in that order, has endomorphy and mesomorphy equal and high, with ectomorphy low. In the Heath-Carter system this is an endomorph-mesomorph: the two leading components are equal, and ectomorphy is the lowest. The keyed answer is the first option, as printed. The balanced mesomorph needs all components equal, and the mesomorphic endomorph or endomorphic mesomorph forms need one component to exceed the other by at least half a unit.

Answer: B

The Harvard Step Test measures cardio-respiratory efficiency, which is the ability of the heart and lungs to supply oxygen during exercise. The subject steps on and off a bench at a fixed rate for a fixed time, and the pulse rates during recovery are used to calculate a fitness index. It is not a test of the muscular efficiency of the knee muscles. The terms cardio-pulmonary index and respiratory pulmonary index are not the name of what the test is for.

Answer: A

The matching is reliability with consistency in result, objectivity with consistency in result with different testers, validity with authenticity, and norms with standard, the code 3 4 2 1. Reliability is the consistency of a test result on repeated testing, objectivity is the agreement between different testers, validity is the truthfulness or authenticity of the test in measuring what it claims to, and norms are standards of performance. The other codes swap reliability and objectivity or validity and norms.

Answer: B

The keyed answer is that both (A) and (R) are true, the second option. A criterion-referenced test judges the performance against a fixed standard, and the key accepts that such tests encourage closed, convergent thinking, since the answer is to reach the standard. The reason, that they establish the proportion of what could be achieved, is also accepted. The wording is loose, and the answer follows the key.

Answer: B

Both (A) and (R) are true, the keyed answer. A norm is a standard set of scores with which an obtained score is compared, and norms are developed through careful and logical experimentation on a large sample. The last option, which says that (R) is the correct explanation of (A), is not chosen, since the way the norm is developed does not explain what a norm is. So the keyed code is the first option.

Answer: C

A test whose reliability and validity have already been established is called a standardised test. It is built with careful item analysis, given under fixed directions and scored in a fixed way, and it comes with norms for comparison.

An objective test is named for its scoring, not for established reliability and validity. A teacher-made test is prepared by a teacher for a class, usually without such proof. A subjective test depends on the judgement of the scorer. None of these is defined by the established reliability and validity.

Answer: D

Test, measurement and evaluation are used for determining status (I) and making comparison (II), so the answer is I, II. They show where a person stands now and how that compares with others or with a standard.

Making appreciation (III) and giving warning (IV) are not the functions listed for test, measurement and evaluation, so the options that include them are wrong.

Answer: B

Both statements are true but (R) is not the correct explanation of (A). Norms of a standard test give the means to assess an athlete, because a score is read against the scores of the reference group, so (A) is true. The key also accepts (R) as true, since the norms of a given test are fixed by its makers and are not altered by users.

The fixed nature of the norms is not what makes them useful for assessment, so (R) does not explain (A). The other options either call (A) false or claim that (R) explains it. This item follows the official key.

Answer: C

The correct matching is basketball with Johnson, archery with Hyde, volleyball with Brady and handball with Cornish, which gives the codes 4, 1, 2, 3, so the answer is option C.

These are the authors of the well known skill tests in each game: the Johnson basketball test, the Hyde archery test, the Brady volleyball test and the Cornish handball test. The other options give some of these authors to the wrong game.