Once you have signed your first contract to teach, in addition to celebrating, you will in all probability do three things: obtain an inventory of available facilities and equipment from the school; procure your teaching schedule; and plan an outline of your physical education program for the coming school year in the light of your class schedule, facilities, and equipment.
Incorporated into the program outline should appear the measuring instruments you have selected to use. Certainly you will want to choose the best tests for the particular task in mind, whether they be skill tests, fitness tests, or orthopedic screening tests. Because there are in physical education numerous testing instruments from which to make a choice, it is necessary to weigh carefully the merits of each in making a selection. A primary purpose of this chapter is to help you to do a better job in selecting the testing instruments. This can be accomplished through the application of three general evaluative criteria: scientific authenticity, administrative feasibility, and educational application.
Scientific authenticity. Before a test can even be considered for use in the program, we should make certain that it has been scientifically constructed and that it does an accurate job of measuring what it was designed to measure. The criteria used to evaluate a test, in terms of its scientific worth, are reliability, objectivity, validity, and norms.
Reliability and objectivity. Reliability and objectivity simply refer to the consistency of the measurement for any given test. That is, if a test were administered to a group of pupils today, we should expect the same results from the test if it were administered to the identical group at