chapter 3To prepare a delicious dinner, set the table, and fail to sit down to enjoy
the meal is just as ridiculous as failing to analyze the measurement data
after the test has been administered. In the following pages we will attempt
to explain the analysis of test data.The statistical know-how required for the necessary analysis of test
scores for use in a physical education program is not difficult. Even if,
as a youngster, you were frightened by an integer, the phobia should
not prevent you from comprehending the statistical analyses presented in
this chapter. In order to obtain from the data an adequate realization
for the effort spent in its collection, the scores must be analyzed. There
are answers to perhaps five questions that we might want to derive from
analysis of test scores
|1. ||How did the group as a whole do on the test?|
|2. ||How does each individual stand in relation to the group?|
|3. ||How can we homogeneously group the pupils?|
|4. ||How can we use these scores for grading purposes?|
|5. ||How do we go about constructing norms?|
The following approach to analysis of test data places emphasis upon
the interpretation of test scores rather than upon explanation of theory
and derivation of techniques employed. The specific steps to the final
answer are outlined in detail.
When baking a cake, the average homemaker does not understand
the chemical effects of the ingredients she uses. However, if she is careful
and follows directions, the product is quite gratifying. Somewhat similar
application of this principle will yield excellent results in manipulation
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Measurement in Physical Education.
Contributors: Donald K. Mathews - Author, Nancy Allison Close - Illustrator.
Publisher: W. B. Saunders.
Place of publication: Philadelphia.
Publication year: 1973.
Page number: 33.
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