TEST, MEASUREMENT AND EVALUATION

TEST, MEASUREMENT AND EVALUATION IN DAILY LIFE

The Concept of Test, Measurement and Evaluation starts right from the birth of a child,
the first question asked by the parents is, what is the weight of the baby born? Whether the baby
is normal, underweight or over weight? The use of Test, Measurement and Evaluation is so vast
that everyone is dependent upon it, for ex. While purchasing anything from the market one gets a
measured quantity of each article, while driving to any place one measures the speed, what is the
maximum or minimum temperature of the day? All these questions are based on or the other kind
of test and measurement. Similarly a physical educationist measures the initial performance of the
athletes through tests like standing broad jump, 50 m dash etc.

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 Once the measurement is available, it moves forward towards Evaluation, for ex.
Measurement of birth weight is evaluated for its normality, measurement of temperature may be
evaluated for clothing requirements while leaving the house, measurement of the speed of a car
evaluates the time needed to reach the destination and the performance test is evaluated for one’s
motor fitness. And finally based on the information final decisions are made whether, baby is
normal or not or he/she needs medical help, speed is to be altered for reaching the destination in
desired time and performance tests will be used for rejection and acceptance of athletes.

MEANING AND DEFINITION OF TME

Test: Test means an instrument to be used for accurate measurement of anything. It may
be Thermometer, written test, weighing scale etc. The test is the first step of the entire process or
in other words it is the prerequisite for all measurements.

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Measurement: The measurement is a specific score given by an expert every time a test is applied,
in other words measurement is the process of collecting information by administrating and scoring
of tests, for ex Weight of child is 66.6 kgs, Student scored 50 marks out of 70, The athlete
completed 50m dash in 9 seconds.

Evaluation: It is the process of assigning worth to the measurement; it includes comparing the
collected data with some standards and making decision on the basis of measurement score for ex.
Ram scored distinction in class 10th, Ali is Overweight, as per norms Raju is excellent in his speed
ability.

TYPES OF TESTS IN PHYSICAL EDUCATION

The purpose of different tests is to measure different type of traits, test is the base of all
types of measurement and evaluation. The test may be a set of questions or exercises for
determining a person’s knowledge, aptitude, any attribute, qualification or skill. On the basis of
the different abilities or traits the tests can be classified into the following categories:

● Oral Tests
● Written Tests
● Physical Tests

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 ORAL TESTS

The oral tests involves in which an examiner asks questions to the student in spoken form. The
student has to answer the question in such a way as to demonstrate sufficient knowledge of the
subject to pass the exam like Viva Voce, Interview, online oral exam and oral presentation.

WRITTEN TESTS

These tests involve measuring one’s knowledge, understanding and affective behavior, a large part
of research, in physical, health and sports education is based on written tests recorded with the
help of pencil, paper etc. They deal with how and why of physical education and deals with the
assessment of cognitive and affective domains and can be both subjective and objective. They can
be sub divided into following categories:

● Knowledge test: These tests involve facts of knowledge and their application and are used
to measure variables of cognitive domain.

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 ● Social behavior tests: These tests involve assessment of personality traits and are used to
measure affective domain.

PHYSICAL TESTS

The tests that are used to measure size or components of different body parts are known as physical
tests. The physical tests can further be divided into different categories:

● Basic Physical fitness tests: These types of tests involve the assessment of basic fitness
components like Strength, speed, agility, power, coordination, balance, flexibility etc.

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● Fundamental Movement tests: These types of tests involve assessment of the
fundamental movements of an individual like running, jumping, throwing, walking etc.

● Sports Skill tests: These types of tests involve the assessment of sports skills in different
sports like archery, cricket, football, basketball, swimming etc.

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General Physical Tests: These type of tests involve assessment of general physical and
physiological abilities of day to day life like thermometer for fever, weighing machine for weight,
X Rays for body screening, skin-fold for body measurements, other physiological tests etc.

STEPS OF TEST CONSTRUCTION

Test is an instrument/tool that measures anything, construction of a standardized test is

most important aspect of the entire process of Measurement and evaluation. The general steps
involved in the construction of a test are detailed below:

● Determining the purpose and format

● Analyzing item to be tested
● Reviewing literature
● Selecting test items
● Acquiring facilities and equipments

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● Establishing procedure
● Conducting a pilot study
● Administration of revised test items
● Standardization of the test

1. Determining the purpose and format: The researcher identifies the reason why a new
test is required or what is the specific purpose of constructing a new test. Depending upon
the specific purposes of the tests investigator will decide the format of the test, whether it
should be formative or summative, norm referenced or criterion referenced.
2. Analyzing item to be tested: In this step the investigator analyzes the item to be tested by
listing and describing the skills necessary to play the concerned sports with proficiency.
3. Reviewing literature: A thorough knowledge of the existing literature enables the
tester/invigilator to know about the availability of any existing test that may measure the
same skills/content. The review of literature will always provide a standardized test.
4. Selecting test items: It is one of the main step in test construction, the selected test items
should represent the actual game skills/content, it should be quite simple and easy to
understand, the test items should be in line with the purpose of testing, should be less time
consuming, least expensive, minimal facilities and easy to administer.
5. Acquiring facilities and equipments: Before starting the entire process of construction of
a test, one has to enlist all the essential equipments and facilities and more over should
equip him/her self to work with those facilities and equipments properly with appropriate
procedure.
6. Establishing procedure: In this step the test constructor works out on the detailed
procedures and protocols with respect to layout, performance instructions, administration
techniques and scoring criterion etc.

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7. Conducting a pilot study: After construction of the test items, the constructor will apply
these items on a small group of individuals available and any problems faced during testing,
are identified. The results of the pilot study are analyzed and evaluated as to whether the
purpose and goals of the study are being achieved.
8. Administration of revised test items: The revised test items after completing the pilot
study are applied to a target population for final evaluation.
9. Standardization of the test: This is the last and most important step of construction, as
the test is almost incomplete it is not standardized, it includes validity, reliability,
objectivity and development of norms

Steps of Test Construction

Determining the purpose and format

Analyzing item to be tested

Reviewing literature

Selecting test items

Acquiring facilities and equipments

Establishing
9 procedure

Conducting a pilot study

 FACTORS INFLUENCING A TEST CONSTRUCTION IN SPORTS

As quality of the seed determines the quality of the fruit, a good test is responsible for the
good evaluation; there are numerous factors that can affect a test construction. In fact, it’s
unrealistic to create an all-encompassing list as some factors relate to the student, some to the
parents, teachers, other conditions etc. Here we will discuss about various factors influencing test
construction.

NATURE OF A TEST

There are certain factors that are considered to be of utmost importance while constructing
a test and nature of test is one of them. Some of these factors are discussed below:

● Difficulty level of test: It is not possible to judge the exact difficulty level of an
examination/test at the time of its construction. It may turn out to be very difficult when
hardly a few students pass and if it turns out to be too easy that more than 75% of students
get distinction marks. The test should be neither too easy and nor too hard as it will provide
varied scores, which will affect the entire process of measurement and evaluation. At the
time of construction the level of difficulty must be taken into consideration.

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● Nature of group tested: In a particular school/group/institute the level of students may be
high compared with that of students from another. This would affect the test construction.
The test should be appropriate for the group to be tested, which includes gender, age etc

● Instructional effectiveness: Level of instructions may vary from one group to another,
which in turn may affect the level of a test from group to group. The test instructions play
an important part in the effective execution of the test. The tester should provide clear
instructions at the time of its construction.

● Time limit: The test should be completed in a stipulated time, so as to get affective results.
The test should not be too lengthy nor no short, a special consideration should be taken at
the time of test construction for time limit of the test.

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● Ease of Administration: The ease of administration is the best motivation to the users to
select, construct and apply the test. If the test is not easy to administer it will directly or
indirectly affect the test scores/performance of the individuals, so the steps of
administration should be easy, so that anyone can apply the test

● Standardization of the test: For the better feasibility of the test, it is always better that the
valid norms and standards are available to the tester for comparing the results of the test
scores. A good test is always accompanied with valid norms.

● Cost effective: The test constructor should always keep in mind that the test to be
constructed should be cost effective, and should involve minimum of expenses for its
administration, so as it can be used by all users.

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 ENVIRONMENTAL FACTORS

The environmental conditions constitute an important factor affecting the construction of

a test especially in the field of sports. The environment should be constant with respect to various
types of possible distractions like:

● Temperature
● Noise level
● Visual distractions

COMPUTATION OF A TEST

To measure and show the weight, length and volume of an object in definite units is called
measurement; for example, to show the weight of a person in kilograms, length of cloth in meters
and volume of milk in liters. It includes defining any characteristic of any object or person or
activity in words, symbols or units.

Measurement is the process of assigning symbols to the dimension of phenomenon in order to

characterize the status of phenomenon as precisely as possible.

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 --- James M. Bradefield

STEPS OF MEASUREMENT

The process of measurement is completed in four steps in any field, including the field of
education, these steps are:

● Determination and Defining the Aims and Objectives: At first the measurer/tester
determines which quality of which person (teacher, student, administrator, guardian, etc.)
or which educational achievements of the students he/she has to measure. In case he has to
measure the educational achievements, then he has to determine the aims and objectives
that he has kept in mind while teaching a subject or training in an activity, and he has to
determine the extent to which he has to achieve it.

● Selection of Suitable Measurement Tools or Methods: After having determined the

traits, aims and objectives to be measured, the measurer selects suitable tools or techniques
for their measurement. For example, if he has to measure the intelligence of students, then
he has to select the intelligence test according to the age of the students, and if he has to
measure the educational achievements of the students, then he has to select a suitable
performance test according to the aims and objectives.

● Administration of Measurement Tool or Technique: After having selected the suitable

measurement tool or technique, the measurer uses or administers it. For example, if he has
selected an intelligence test to measure the students’ intelligence, then he will administer

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 it; or if he has selected or constructed an achievement test for the measurement of
educational achievement, then he will administer it. He will be able to administer it
properly only when he is acquainted with the knowledge of its administration.

● Results and Records: This is the last step of measurement process. At this step, the
measurer obtains the results of measurement and records them. For example, if he has
administered an intelligence test on students, he will calculate intelligence quotient (IQ) on
the basis of the obtained results and will record it. In case he has administered a
performance test, then he will award marks on it and record the scores.

LEVELS OF MEASUREMENT

Researchers had divided the process of measurement into four levels on the basis of their
facts i.e. Nominal level, Ordinal level, Interval level and Ratio level. Some scholars term them as,
Nominal scale, Ordinal scale, Interval scale, and Ratio scale.

● Nominal scale: Such scales are just for the sake of distinctions and are based on names, a
particular characteristic of an object or person. These variables classify individuals with
respect to names, without telling about more or less of any character under consideration.
For ex place of residence, names of participants, sex, blood group, skin color etc.

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● Ordinal scale: In this scale, the individuals, objects, events etc in a rank order, in ordinal
scales quantities are not assigned but these scales tell about the order of more or less,
however not about how much less and how much more. For example height from tallest to
shortest, this scale can tell who is at no. 1, 2, 3, 4, but how much tall or short from each
other is not known, some of the items measured by this scale may be answers to the
questions like how often do you go for a morning walk? How often do you eat balanced
diet? And the answers can be very often, often, sometimes, rarely, never, the answers are
qualitative and be ordered in ascending or descending order.

● Interval scale: In the measurement of this level or scale, a trait of an object or person is
measured in unit numbers and there is equal difference between any two continuous unit
numbers; for example, to award the students with marks 40, 38, 52, 64, etc. in an
examination. These unit numbers have a difference of one (1) between 40-41, and 38-39
to have a difference of a unit number; but in this level there is no unit like zero (0) which
may express absence of trait. For example, if a student scores zero in an achievement test
of a subject, it does never mean that his achievement is nil or his ability in the subject is

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 nil. This zero only signifies that the student has not succeeded in solving any of the
questions asked in the test. Because there is possibility that he can solve other questions of
the subject, so his knowledge in the subject cannot be zero. It is evident that interval
measurement is better than the first two types of measurements; still it is not a fully
appropriate measurement. But this type of measurement is mostly used in the field of
education.

● Ratio scale: The measurement of this level possesses all the characteristics of interval
measurement, besides having the concept of true zero. The true zero is the point at which
the trait is completely absent. From the concept of this zero, the obtained results can be
compared and they can be given ratio value. So it is called ratio measurement. For example,
if the weight of Ram is 60 kg and that of Shyam 20 kg, then it can be said that the ratio in
their weights is 3: 1. It is clear that the measurement of this level can be used for physical
traits (variables), and not for abstract traits (variables). For example, If I.Q of Ram in an
intelligence test is 150, and that of Shyam 100, then it cannot be said that the ratio in the
intelligence of Ram and Shyam is 3: 2. Ram’s intelligence can be more or less than 3/2 of
that of Shyam.

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 CHARACTERISTICS OF SCALES OF MEASUREMENT
S. No. Character Nominal Ordinal Interval Ratio
1 Information Provide least Provide information of Provide information Provide maximal
information names of category and their respective of category, rank & information of
categories only ranks without any level of interval magnitude data: category,
interval between ranks rank and interval
without any ration along with ratio
between ranks
2 Zero Level No Zero Point No Zero levels Have arbitrary zero Have an absolute
point and not the zero point
absolute zero level
3 Examples Gender, Skin, Color, Ranking of athletes, tallest to Body Temperature, Distance
Race etc shortest, fastest to slowest etc Personality traits, IQ covered, time
scores etc taken to run,
sitting height
ratio etc

METHODS OF MEASUREMENT

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 There are various types of measurement methods, but the most important are Direct and
indirect measurements, as they play an important role in a successful assessment strategy. While
there are some key differences between the two, they should always be viewed as complementary
activities that work together to support and improve teaching and learning. Direct and indirect
measures both aim to identify what students have learned; they just approach it differently.

● Direct Measurement: In the direct method measurement, the value of a quantity is

obtained directly by comparing the unknown with the standard. It involves no mathematical
calculations to arrive at the results. In other words when measurement is done using direct
instrument it is called direct measurement, for example measuring the length of a table by
measuring scale, Measurement of Resistance by Ohms Meter, Measurement of Length
using Vernier Caliper, measurement of height and weight of an individual.

● Indirect Measurement: When direct measurement is not possible, the indirect

measurement method is used. Direct Measurement is measuring exactly the same quantity
you want to measure, while indirect measurement is measuring other quantity and required
value is determined by mathematical relationship or in other words when the measurement
is done through a formula or other calculations it is termed as indirect measurement, for
example Measurement of Volume by measuring Mass and Density, Measurement of Speed
by measuring Distance and Time, measurement of BMI by applying formula on measured
height and weight of an individual etc.

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 ● Comparative Measurement: In the comparative measurement method, the quantity to be
measured is compared with the known value of the same quantity, comparing the BMI
value with norms and standards etc.

NEED OF MEASUREMENT

The importance of measurement cannot be over emphasized; there are numerous reasons
of using measurement procedures in different fields, some of them are explained below:

● Classification of Individuals/sports persons/athletes

● Selection of individuals/sports persons
● To measure the current status
● Testing of training effects
● Motivation of the individuals
● To achieve goals and objectives
● Development of sportspersons
● To prepare norms and standards
● To predict performance potentials
● To conduct research
● Measurement of progress

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 SOURCES OF DATA

Data is a collection of discrete values that convey information, describing quantity,

quality, fact, statistics, other basic units of meaning, or simply sequences of symbols that may be
further interpreted. The data can be collected in many ways, but the two major sources of data are
Primary and secondary data.

● Primary data: Primary data means first-hand information collected by an investigator; it

is collected for the first time and is original and more reliable. For example, the population
census conducted by the government of India after every ten years is primary data.
● Secondary data: Secondary data refers to second-hand information; it is not originally
collected and rather obtained from already published or unpublished sources, For example,
the address of a person taken from the telephone directory or the phone number of a
company taken from Just Dial are secondary data.

Meaning Primary data refers to the first hand data Secondary data means data collected by someone
gathered by the researcher himself. else earlier.

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Data Real time data Past data
Process Very involved Quick and easy
Source Surveys, observations, experiments, Government publications, websites, books, journal
questionnaire, personal interview, etc. articles, internal records etc.
Cost effectiveness Expensive Economical
Collection time Long Short
Specific Always specific to the researcher's needs. May or may not be specific to the researcher's need.
Available in Crude form Refined form
Accuracy and Reliability More Relatively less

CONCEPT OF EVALUATION

Measurement is used to express a trait of an object, person or activity in standard words,

symbols or units. In evaluation, these results are analyzed and this analysis is done on the basis of
certain social, cultural or scientific standards (Norms) and by this analysis, the relative condition
of the trait of the object, person or activity is clarified.

Evaluation is the assignment of symbols to phenomenon in order to characterize the worth or

value of the phenomenon usually with reference to some social, cultural and scientific
standards.

—James M. Bradefield

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 NEED OF EVALUATION

Evaluation helps teachers to make better evaluative judgments, the need of evaluation
can never been under estimated, as the entire process of TME is incomplete without the proper
evaluation, some of the needs of evaluation are listed below:

● Fulfill classroom/activity objectives

● Diagnose learning difficulties of students/players
● Determine readiness for new learning experiences
● Assist students/individuals in their problems of adjustment
● Prepare reports of pupils' progress.
● To realize whether the objectives are achieved or not
● For classification or grading of individuals
● Evaluate different methods of instruction
● To understand need, ability and capacity of an individual
● Guidance and future predictions

TYPES OF EVALUATION

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 The process of evaluation has numerous approaches depending upon the objectives of
the process, the most commonly used approaches are:

● Formative Evaluation: The process of evaluation applied to measure the progress of an

individual/trainee each day or at each week or at each stage of training throughout the
training course is known as formative evaluation. For example videotaping of the trainee’s
performance and analyzing the reply with the performer, quick testing of the students after
each lecture/session of instructions, so as to use the result for improving the next
lecture/session.
● Summative Evaluation: The process of evaluation applied at the end of a instructional
course, term, semester, session, unit or year is known as summative evaluation. For
example grading of trainees at the end of the training course or grading of students on the
basis of annual examination, positioning of institutes based on inter college sports
competitions etc.
● Diagnostic Evaluation: A diagnostic evaluation is a form of pre-evaluation where
teachers can evaluate students’ strengths, weaknesses, knowledge and skills before their
instruction. An identical evaluation may be given post-instruction to identify if students
have met a course’s required learning objectives. For example unit pre test, checklist, entry
slips etc.

Depending upon the roles of evaluation the process of evaluation can be defined in two ways:

● Subjective Evaluation: In subjective evaluation a teacher/tester evaluates the qualities of

a student’s performance based on intangible or unquantifiable evidence or in other words
it is clear that the evaluation based on social and cultural standards (Norms) is subjective.
For ex rating of individuals like good, poor etc
● Objective Evaluation: Objective evaluation happens when teachers provide grades on
quantifiable evidence like the number of questions a student answered correctly on a math
test or in other words the scientific standards (Norms) are always clear and definite by
themselves and as such the evaluation done on their basis is objective. For ex application
of norms and standards to the measured data of SBJ, 100M, Pulse rate etc
Objective Subjective

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Objective means making an unbiased, balanced Subjective means making assumptions, making
observation based on facts which can be verified. interpretations based on personal opinions without
any verifiable facts.
Objective observations or assessments can be used Subjective observations or information should not be
before arriving at any decisions. used while taking any important decisions.
Objective information can be found in Scientific Subjective observations can be found in biographies,
journals, research papers, textbooks, news blogs, editorials of newspapers etc.
reporting, encyclopedias etc.
An Objective observation or assessment is made A Subjective assessment is made without verifying
after necessary information is verified the necessary information.
An objective statement is provable and can be easily A subjective statement is relative to the person in
measured concern
This is a method of stating or storytelling the truth Any subjective information is derived from the
in a systematic manner from all perspectives opinion, or interpretation of a character and may
depend on personal beliefs

On the basis of experts who conduct evaluation it can further be divided into two categories:

● Internal Evaluation: When the same set of experts who imparted the teaching or training
evaluates their students/trainees, this kind of evaluation is termed as internal evaluation.
● External Evaluation: When the experts are different for teaching or training and for the
evaluation of learners, the method of evaluation is known as external evaluation.
S. No. Internal Evaluation External Evaluation
1 In this, the evaluator is the person related to The evaluator is an outsider who is not
the teaching process. directly related to the teaching process.
2 This is a relatively inexpensive process. This is a relatively expensive process.
3 It introduces the reality of student to, means It has relatively little relation to the student's
it has more validity, it remains connected to reality as it pertains to the test taken in a given
the entire learning process in real terms time period. Its relation to the entire learning
process seems weak.
4 This is done keeping in mind the attendance, It assesses students through examinations
performance, conduct, course activities, taken through a few question papers in a given
interest of the students throughout the time period.
academic session.
5 There is a sense of partiality and personal There is a relatively weak possibility of bias
identity in it and personal identification.
6 It is more subjective than objective There is relatively more objectivity involved.

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 7 It can also be conducted without a It is conducted with a predetermined time
predetermined time table table

STEPS OF EVALUATION

The general process of evaluation consists of the following steps:

Objectives should be
Step-1
specific and clear, so as
Identifying
to enable the evaluator
objectives
to give proper direction
to the evaluation
program
The tester/evaluator has to
Step-2
record the pretest level of
Pre-Test
his/her trainees

The evaluator is
Step-3 required to plan
properly the specific
Planning for
instructions or training
Entire process
to be given to the
trainees
Effective and sound
instructions and Step-4
training methods are to Training/Instruct
be used to achieve the ions
objectives Planning for
Entire process The evaluator has to
Step-5 administer appropriate
Post Testing & scientific tests to
Measurement measure the variables

The obtained data is

analyzed with statistical Step-6
treatment and further Analysis,
evaluated with the help Decision making
of norms & standards;
finally inferences and
decisions are made
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 GRADING

MEANING AND DEFINITION OF GRADING

Grading is method of classifying assessment of one’s achievement level based on pre

defined standards. In other words grading divides the test takers into pass/fail categories and
further the pass category is graded into distinctions of first, second and third divisions etc. Grading
is usually helpful for prescribing specific actions (Training, teaching and treatment). The
supervision needed for the treatment, training and teaching is described as monitoring. Thus
grading results in the diagnosis or identification of weaknesses and strengths for which monitoring
of treatment is needed for effective teaching.

Definition: “The process of scientific classification of test takers into standardized groups based
upon their learning and achievement levels of prescribed instructional goals of a course at the end
of the teaching work of the course”.

OR

“Grading is a system of objective rating with the help of standards or norms and subjective rating
of achievement levels of various test items”

Purpose of Grading: The purpose of grading in physical education and sports is listed below:

● To evaluate achievements of trainees after a teaching or training course

● To select sports talent at pre-training level and to select competitors after training for
sports tournaments.
● To promote students from one class to next higher class
● To motivate students for improvement in their performance
● To prepare reports for parents to tell them about class status and progress.

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 ● To enable teachers to assess their teaching methods
● To provide information to administrators regarding teachers and students performances.

TYPES OF GRADING

There are different types of grading in the field of physical education, they are discussed
below:

Direct Grading

There are some occasions when it is neither desirable nor feasible to measure learning
performance in terms of quantitative measures and hence assessment is made qualitatively. For
example, in many of the non-scholastic areas, learning outcome in terms of attitudes, values,
interests, etc. may not be assessed precisely in quantitative terms and thus it is desirable for a
teacher to assess these qualitatively using observations and experiences gathered through
interaction with the students. If the assessment is reported by assigning letter grades, the method
is known as direct grading. Thus when a student's performance (in an activity or in response to a
question) is assessed qualitatively by the evaluator through assigning letter grades like A for
'outstanding', B for 'very good', C for 'good', D for 'satisfactory' and F, for 'unsatisfactory', the
method is known as 'direct grading'. This method can be used for grading both cognitive and non-
cognitive learning outcomes.

Indirect grading

At many occasions we assess students' performance in a test in quantitative terms (i.e. in

terms of marks) and then convert it into letter grades by using different modes. This type of grading
is known as 'indirect grading'. Thus when students' performance is assessed in terms of marks and
later converted into letter grade by adopting different modes keeping in view the purpose of
assessment, it is called indirect grading. It is generally used when the number of subjects
(examinees) is large, learning outcomes can be assessed in terms of marks and subjects have
appeared in a public examination. It is of two different methods:

● Absolute Grading: When grades are assigned on the basis of predefined standard (level
of performance) and each grade is associated with a fixed performance regardless of the
distribution of grades ultimately assigned in the class it is known as absolute grading, for
example

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 Score Category Description Letter Grade
75% & above Distinction A
60% to less than 75% First Division B
45% to less than 60% Second Division C
33% to less than 45% Third Division D
Below 33% Unsatisfactory E

● Relative Grading: This type of evaluation is often known as norm referenced evaluation.
In this evaluation, we rank the student in a group on the basis of his/her relative level of
achievement. The grades, generally known as relative grades or norm referenced grades
may be assigned in such a situation. This grading is very different from absolute grading.
Relative grading or norm referenced grading is the process of-assigning letter grades to
students on the basis of ranking them on their relative level of achievement in a particular
group. For this method of grading a decision is made in advance about approximately what
percentage or proportion of students would be awarded a particular letter grade on the basis
of their relative performance.
Grade Relative Performance
A Highest 10% to 20% of students
B Higher 20% to 30% of students
C Next 30% to 50% of students
D Lower 10% to 20% of students
E Lowest 0% to 10% of students

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 ACTIVITIES FOR HOME

ACTIVITY-1

A
CROSSWORD

S P D S F A E V N M

E R S A B M V K D E

C I Q T E S A C S A

O M A S V A L D A S

N A S S A S U A S U

D R D A L D A J A R

A Y F S U F T K R E

R D G R A D I N G M

Y A R S T F O I E E

D T F D I G N O E N

A A F N O R M S W T

T T A D N A A S I M

A R A T I O D A T A

From the above give table identify the following terms related to TME

1. Secondary data

2. Primary data

3. Test

4. Measurement

5. Evaluation

6. Grading

7. Norms 30

8. Ratio Data
 ACTIVITY-2

Question: Nisha is a student of class XII; her physical education teacher measured her
Height and Weight in the ground. The values of measurement were found to be
Height=1.65 m and Weight=60 Kgs. Calculate the BMI of Nisha using the formula BMI=
Weight (Kgs) and identify the category of BMI where Nisha stands?
Height (m) 2
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Enlist the different measurements taken by the Physical Education teacher into categories
of Measurement (i.e. Direct, Indirect and Comparative)?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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 ACTIVITY-3

Match the Following items of List 1 and List 2

A: Test (i) Overweight

B: Measurement (ii) Weighing Machine

C: Evaluation (iii) 84 Kgs

Match the Following items of List 1 and List 2

A: Oral Test (i) Interview

B: Physical Test (ii) Term end examination

C: Written Test (iii) Standing Broad Jump

Match the Following items of List 1 and List 2

A: Nominal Scale (i) Body Temperature

B: Ordinal Scale (ii) Sitting height ratio

C: Ratio Scale (iii) Tallest to shortest

D: Interval Scale (iv) Gender

ACTIVITY-4

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Question No. 1: The Physical Education teacher asked 03 students of class XII to take the
data of their parents for flexibility? From the below given table identify the type of data
collected by the teacher and write down a prediction statement and hypothesis for the data?

S. No. Students Father Mother

1 Student-1 26 cms 28 cms

2 Student-2 27 cms 29 cms

3 Student-3 30 cms 32 cms

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Question No. 2: Teacher assessed Mayank and Umesh for two different tests, the data
obtained has been presented in the table given below? Investigate the performance of
Mayank and Umesh for different test scores and types of tests with justification in your
own words?

S. No. Students Viva (20) Year end examination (20)

1 Mayank 12 19

2 Umesh 14 16

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ACTIVITY-5
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 Fill in the blanks with appropriate examples
Nominal Scale Ordinal Scale Interval Scale Ratio Scale

1. 6. 11. 16.

2. 7. 12. 17.

3. 8. 13. 18.

4. 9. 14. 19.

5. 10. 15. 20.

Fill in the blanks with appropriate examples

Primary Data Secondary Data

21. 25.

22. 26.

23. 27.

24. 34 28.