Norkhalid bin Salimin
Jani Julismah
Abstract
This study was undertaken to assess the validity and reliability of a comprehensive assessment instrument for playing handball and badminton in the subject Physical Education. This study used six different instruments in a comprehensive assessment of cognitive assessment handball game, the assessment of psychomotor handball game, the assessment of affective play handball, badminton cognitive assessment, evaluation and assessment of psychomotor affective badminton badminton game. Measurement tools developed in this study based on the level of Bloom's taxonomy (1956) for the cognitive domain, taxonomic Dave (1970) taxonomy of psychomotor domain and Krathwohl et al. (1964) for the affective domain. The findings showed that a comprehensive assessment of the validity of the handball game was r =. 82, and a comprehensive assessment of badminton is r =. 80. While the reliability of cognitive assessment handball r =. 78 (N = 36), psychomotor assessment handball α =. 93 (N = 31), affective assessment handball α =. 83 (N = 39), cognitive assessment badminton r = .75 (N = 40), assessment of psychomotor badminton α =. 81 (N = 40), assessment of affective badminton α =. 81 (N = 40). The percentage agreement between examiners (interobserver agreement) a comprehensive assessment of handball was 70.11% (SD = 0.57) while the percentage agreement between examiners (interobserver agreement) a comprehensive assessment of badminton is 70.03% (SD = 0.68). Based on the findings, a comprehensive assessment is suitable as a standard instrument for assessing student achievement in the title game of handball and badminton for the subject of Physical Education on School-Based Assessment.
Key words. Physical Education, Comprehensive Assessment, Badminton, Handball, cognitive, psychomotor, affective.
Key words. Physical Education, Comprehensive Assessment, Badminton, Handball, cognitive, psychomotor, affective.
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