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## Test Bank Measurement by the Physical Educator Why and How 8th Edition By David Miller

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Test Bank Measurement by the Physical Educator Why and How 8th Edition By David Miller

# Chapter 1 Measurement, Evaluation, Assessment, and Statistics

1) ________ involves the collection, organization, and analysis of numerical data.

A) Measurement

B) Evaluation

C) Assessment

D) Testing

E) Statistics

2) ________ is the process of assigning a number to a performance or an attribute of a person.

A) Measurement

B) Evaluation

C) Assessment

D) Testing

E) Statistics

3) The interpretation of test scores is referred to as ________.

A) measurement

B) evaluation

C) assessment

D) testing

E) statistics

4) The process of using the results of measurement and evaluation to identify performance and behavior problems and to prescribe how the problems may be corrected is referred to as ________.

A) measurement

B) evaluation

C) assessment

D) testing

E) statistics

5) An instrument or a tool used to make a particular measurement is called a(n) ________.

A) assessor

B) test

C) evaluator

D) measurer

6) Measurement is usually thought of as ________.

A) quantitative

B) qualitative

C) statistical

D) a synonym for testing

7) Reasons for measurement, evaluation, and assessment include all of the following except ________.

A) motivation

B) diagnosis

C) classification

D) judgment

8) Administering a sports skills test to inform individuals of their ability in sports so that they may improve their skills is a form of ________.

A) motivation

B) diagnosis

C) classification

D) prediction

9) In the context of measurement, evaluation, and assessment by a physical educator, classification helps in:

A) clubbing diverse levels of abilities in one group.

B) increasing the complexity of instructions.

C) creating homogeneous groups.

D) bringing the performance of all individuals to the same level of intensity.

10) Organizing students into groups of similar skills is an example of ________.

A) motivation

B) classification

C) prediction

D) diagnosis

11) The most common reason for measurement and assessment is to ________.

A) determine the degree of achievement of program objectives and personal goals

B) determine talent so that the best teams can be assembled

C) determine the degree to which an instructor is able to teach concepts

D) help students easily identify the best athletes

12) For measurement to be effective, it must be followed by ________.

A) diagnosis

B) prediction

C) analysis

D) evaluation

13) Which of the following terms is defined as the degree to which a test measures what it claims to measure?

A) Reliability

B) Validity

C) Predictability

D) Accountability

14) Which of the following terms is defined as the consistency of a test, which implies that the test obtains approximately the same results each time it is administered?

A) Reliability

B) Objectivity

C) Accuracy

D) Usability

Select the answer from Column II that best matches a term in Column I.

A) interpretation

B) measure, evaluate, identify, prescribe

C) quantitative

D) tool or instrument

E) analysis of numerical data

15) statistics

16) test

17) measurement

18) evaluation

19) assessment

Answers: 15) E 16) D 17) C 18) A 19) B

20) Define: statistics

21) Define: test

22) Define: measurement

23) Define: evaluation

24) Define: assessment

25) Answer As Directed: List and describe the reasons for measurement by a physical educator.