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M J Safrit

Publications and source records attributed to M J Safrit.

14 recordsLinked to original sources
PubMed1992

A comparison of two criterion-referenced standard setting procedures for sports skills testing.

The application of criterion-referenced (CR) standard setting procedures in physical education has been limited to the examinee-centered model known as criterion groups. Alternative examinee-centered approaches are available but have not been applied in sport skills testing. The purpose of this study was to compare two examinee-centered models for setting performance standards for a sport skills test battery. CR performance standards were determined for the tennis skills test battery published in Tennis skills test manual (Hensley, 1989) using the borderline group (BG) (Livingston & Zieky, 1982) and criterion groups (CG) (Berk, 1976) models. The comparison of these two methods demonstrated that the CG method consistently produced performance standards that were lower than the BG method. In one instance the BG method produced a standard that was clearly unreasonable. Estimates of CR reliability for the CG standards (.76 less than or equal to P less than or equal to .93; .52 less than or equal to Kq less than or equal to .86) were higher than BG estimates (.55 less than or equal to P less than or equal to .84; .11 less than or equal to Kq less than or equal to .68). Although each method has strengths, neither is without problems. Results from this study suggest these two methods might be combined to minimize the problems associated with each. This combined method should produce standards with improved accuracy, validity, and reliability.

Adult↗
PubMed1992

The difficulty of sit-ups tests: an empirical investigation.

This study estimated the difficulty of various sit-ups tests using an item response theory (IRT) model, the Rasch Poisson Counts model. Scores were obtained on 18 sit-ups tests. All tests were thought to vary in difficulty based on clinical observations. Item difficulty was defined by the Poisson model as the difficulty of Step 1, where the difficulty of a step represented the difficulty of completing a sit-up. The difficulty values of the tests ranged from -4.02 to -3.57. The easiest test was executed with hands on thighs and feet anchored. Most tests had good fit values. The results demonstrated that a variety of sit-ups tests can provide a range of difficulties and variety in forming a sit-ups test bank.

Exercise↗
PubMed1989

Item response theory and the measurement of motor behavior.

Item response theory (IRT) has been the focus of intense research and development activity in educational and psychological measurement during the past decade. Because this theory can provide more precise information about test items than other theories usually used in measuring motor behavior, the application of IRT in physical education and exercise science merits investigation. In IRT, the difficulty level of each item (e.g., trial or task) can be estimated and placed on the same scale as the ability of the examinee. Using this information, the test developer can determine the ability levels at which the test functions best. Equating the scores of individuals on two or more items or tests can be handled efficiently by applying IRT. The precision of the identification of performance standards in a mastery test context can be enhanced, as can adaptive testing procedures. In this tutorial, several potential benefits of applying IRT to the measurement of motor behavior were described. An example is provided using bowling data and applying the graded-response form of the Rasch IRT model. The data were calibrated and the goodness of fit was examined. This analysis is described in a step-by-step approach. Limitations to using an IRT model with a test consisting of repeated measures were noted.

Educational Measurement↗
PubMed1988

The validity generalization of distance run tests.

The validity generalization model was used to examine the generalizability of the validity of distance run tests as measures of cardiorespiratory function. A literature search was conducted to identify studies in which distance run test scores were correlated with VO2 max scores obtained from a stress test on a treadmill. The data base was limited to runs of at least one mile or 9 min and the VO2 max scores expressed as mL.kg-1.min-1. The concurrent validity of distance run tests was not shown to be generalizable across all situations. When the data were analyzed by gender, the validity of distance run tests was more generalizable for women than for men. In the analysis of test scores for boys and girls, the validities appeared to be generalizable, although the results should be interpreted with caution owing to small samples sizes.

Adolescent↗
PubMed1977

The participant-observer: a source of invalidity in measuring motor skills?

Test validity can be defined as the accuracy of a test score. Artifacts, sources of error that affect validity, have been studied in both research design and written test frameworks but have received little attention in the context of tests of motor behavior in an educational setting. One potential source of invalidity in motor skill testing is the presence of participant-observers. The participant-observer effect is defined as the influence of the presence of other subjects who are waiting to be tested or who have already been tested on subjects who are being tested. This study was designed to measure the test performances of 175 college women with participant-observers present and with participant-observers absent. The test was an overarm throw for speed measured by an incident light velocimeter. The data were analyzed using 2 X 4 fixed-effects analysis of variance. The presence of other participant-observers did not elicit performance scores that were different from those of subjects tested alone. Thus testing subjects in groups where one member of the group is tested while the others observe did not adversely affect performance on the overarm throw compared with that of subjects tested alone.

Female↗
PubMed1976

Measurement in occupational therapy.

Occupational therapists use many forms of measurement tools to assess the existing and potential functions of their clients. Too often the principles of measurement theory have not been applied in the development of such instruments and the resulting assessments have no established validity or reliability. This article presents basic measurement theory and appropriate procedures for estimating validity and reliability within an occupational therapy framework. Special considerations with regard to measurement of motor behavior are emphasized. An understanding of these assesment principles can enable a therapist to construct measurement scales that are valid, reliable, and yield data of scientific value.

Disability Evaluation↗