Deck 2: Linking Program Development With Measurement and Evaluation

Question 1

The learning domains of physical education are titled psychomotor, cognitive, general motor ability, and affective.

Answer 1

False

Question 2

A child's performance on a test to measure abdominal strength is most closely related to:

A) the health-related fitness domain.
B) the psychomotor domain.
C) the cognitive domain.
D) the affective domain.

Answer 2

A

Question 3

Assessing a student's performance on the tennis serve is an example of testing an element of:

A) the health-related fitness domain.
B) the psychomotor domain.
C) the cognitive domain.
D) the affective domain.

Answer 3

B

Question 4

Administering a written test of strategies in playing basketball is an example of testing a component of:

A) the health-related fitness domain.
B) the psychomotor domain.
C) the cognitive domain.
D) the affective domain.

Question 5

Administering an instrument to measure attitudes toward physical activity is an example of testing in:

A) the health-related fitness domain.
B) the psychomotor domain.
C) the cognitive domain.
D) the affective domain.

Question 6

Adult fitness settings would typically have program objectives in each of the learning domains except:

A) the health-related fitness domain.
B) the psychomotor domain.
C) the cognitive domain.
D) the affective domain.

Question 7

Coaches want their athletes to understand all the rules of their sport in order to compete in the most effective manner. This is an example of:

A) the health-related fitness domain.
B) the psychomotor domain.
C) the cognitive domain.
D) the affective domain.

Question 8

Which of the following is not a characteristic associated with the psychomotor domain?

A) power.
B) none of the above.
C) balance.
D) agility.
E) low back flexibility.

Question 9

Program goals:

A) evolve from fundamental philosophical aims.
B) should be very specific.
C) are the same as unit outcomes.
D) should usually include multiple learning domains.
E) should include behavioral objectives.

Question 10

Which of the following would not affect planning program activities?

A) age of the participant.
B) participant's initial level of competence.
C) number of participants.
D) equipment and supplies.
E) all would affect planning program activities.

Question 11

A performance-based objective is the same thing as:

A) a program goal.
B) a behavioral objective.
C) a long-range goal.
D) a rubric.

Question 12

It is not important for programs in adult fitness settings to be concerned with the cognitive domain.

Question 13

Performance-based objectives can only be written for the psychomotor, cognitive, and health-related fitness domains.

Question 14

The terms behavioral objectives and performance-based objectives are synonymous.

Question 15

Speed, agility, quickness, and upper-body strength are components associated with the health-related fitness domain.

Question 16

Sociometric inventories, attitudinal scales, and self-concept questionnaires are used to measure elements of the affective domain.

Question 17

Program development is preceded by a needs assessment.

Question 18

Upgrading standards in class is usually the result of a needs assessment that indicates that students meet or exceed initial expectations.

Question 19

The recommended sequence for program development is: 1) establishing a program philosophy, 2) developing program goals, 3) planning program activities, 4) delivering the program, and 5) evaluating and approving program.

Question 20

Surveys which detail the interests of participants can provide relevant information for determining program activities.

Question 21

The autonomy displayed by physical educators who teach K-6, 7-9, and 10-12 usually results in a quality program with sequenced curriculum.

Question 22

Program goals are developed from fundamental philosophical aims.

Question 23

Program goals need not be measurable or objectively assessed.

Question 24

When compared to the other domains, evaluation in the affective domain is considered the most difficult.

Question 25

The recommended order of program development is:

A) developing program goals, evaluating and improving the program, establishing a program philosophy, delivering the program, and planning program activities.
B) evaluating and improving the program, delivering the program, developing program goals, establishing a program philosophy, and planning program activities.
C) establishing a program philosophy, developing program goals, planning program activities, delivering the program, and evaluating and improving the program.
D) delivering the program, evaluating and improving the program, establishing a program philosophy, planning program activities, and developing program goals.
E) establishing a program philosophy, delivering the program, developing program goals, evaluating and improving the program, and planning program activities.

Question 26

The sphere in which certain outcomes are targeted for attainment through specific educational experiences is referred to as a(n) ___.

Question 27

The ___ domain is characterized by those aspects of fitness that affect an individual's functional health and physical well-being.

Question 28

The ___ domain includes traits specific to general motor ability tests and other fundamental motor skills.

Question 29

The ___ domain includes processes of acquiring and using knowledge such as understanding, recognizing, and recalling information; development of good sportsmanship; cooperation; and positive attitudes towards physical activity.

Question 30

The ___ can serve as an initial pretest to obtain baseline data on which future progress can be monitored.

Question 31

A curriculum that is logically sequenced in grades K-12 is considered to display ___ continuity.

Question 32

___ goals evolve from basic philosophical aims.

Question 33

To display a positive attitude toward activity and to establish and maintain health-related physical fitness are examples of __ goals.

Question 34

The most common way to measure student comprehension is by administering ___ tests.

Question 35

"The student will be able to make 4 out of 8 putts from a distance of 10 feet" is an example of a(n) ___ objective.

Question 36

Information regarding diversity and balance of program offerings as preferred by participants can be obtained by administering a(n) ___.

Question 37

___ outcomes are developed to serve as targets for students and teachers during individual activity.

Question 38

Performance-based objectives are synonymous with ___ objectives.

Question 39

Fundamental movement patterns such as skipping, hopping, galloping, and leaping are skills usually associated with the ___ domain.

Question 40

Strategies, techniques, safety procedures, and a general understanding of the rules of the game are most often associated with the ___ domain.

Question 41

The statement "the student will learn the fundamentals of performing a cartwheel" is an example of a(n) ___ outcome.