Title page for ETD etd-61797-132727


Type of Document Dissertation
Author Doering, Natalie
Author's Email Address ndoering@vt.edu
URN etd-61797-132727
Title FOURTH AND FIFTH GRADE CHILDREN'S UNDERSTANDING OF PHYSICAL ACTIVITY: THE DEVELOPMENT OF THREE ALTERNATIVE ASSESSMENTS
Degree PhD
Department Health and Physical Education
Advisory Committee
Advisor Name Title
Graham, George M.
Lambert, Leslie
Magliaro, Susan G.
Poole, Jon R.
Sawyers, Janet K.
Graham, George M. Committee Chair
Keywords
  • physical education
  • alternative assessment
  • physical activity
Date of Defense 1997-06-30
Availability unrestricted
Abstract

The purpose of this study was to design, pilot, and evaluate three alternative

assessments that measured fourth and fifth grade student's understanding of

physical activity guidelines as contained in the Surgeon General's Report

(USDHHS, 1996). The alternative assessments were: 1. designing a booklet for a

peer named Homer, 2. creating a Video Tape Advertisement for students at

another school; and 3. coding the perceived intensity level for one minute intervals

at an active aerobic type station (Perceived Intensity Level Assessment Task).

Four research questions guided the evaluation of the assessment tasks. They were:

1. Do students who have been taught the physical activity guidelines score

differently on the alternative assessment than those who have not been taught the

guidelines? 2. Do content experts agree that scores can be used to describe what

students have learned (content validity)? 3. Do students find the assessment task

worthwhile, enjoyable, and meaningful? 4. Is the alternative assessment prototype

"feasible" for a teacher to administer in a regular physical education setting?

Student score results, student self-reflections, and student interview data were used

to evaluate the first and third research questions. Teacher interview data and

Content Expert validity score results were used to analyze the second and fourth

research questions.

Results from this study indicated that the Homer Booklet Assessment Task

discriminated between those students who were taught (experienced group) and

those who were not taught (inexperienced group). Furthermore, both the Content

Experts and the teacher found this assessment to have high content validity and

found it to be feasible to use in a regular physical education setting. Although the

students enjoyed the Homer Booklet Task they found it to be the least enjoyable of

the three assessment tasks. In contrast, students enjoyed the Video Tape

Advertisement Task best. Although this assessment task did discriminate between

those who were taught and not taught there were a couple of problems with this

assessment. The teacher and Content Experts found this task to have feasibility

problems and scores did not discriminate for style. Finally, the Perceived Intensity

Level Assessment Task did not discriminate between students who were taught

and not taught.

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