ABSTRACT
Among the reasons for measuring the cognitive domain in physical education and exercise science programs are evaluating programmatic objectives, monitoring individual progress, demonstrating accountability, evaluating components (or units) of a program, and evaluating motivation. When a physical educator or exercise specialist administers an instrument (e.g., test, survey, or questionnaire) for measuring knowledge, it is important that the instrument used provides a valid indicator of the individual’s comprehension of the subject matter. In both school and nonschool settings, much care should be taken in constructing and modifying, as necessary, these instruments. After using the instrument, quantitative and qualitative item analysis should be used to modify and improve the instrument. In constructing written exams, educators should consider the taxonomy of educational objectives, match test items to objectives, and employ a table of specifications. An understanding and consideration of the relative advantages and disadvantages of various formats are prerequisite to constructing a valid exam. Following proper administrative and grading procedures is also crucial to ensuring valid results.
