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Assessment

Assessment. What is it? Collection of relevant information for the purpose of making reliable curricular decisions and discriminations among students (Gallahue, 1993). Definition # 2.

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Assessment

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  1. Assessment • What is it? • Collection of relevant information for the purpose of making reliable curricular decisions and discriminations among students (Gallahue, 1993)

  2. Definition # 2 • “ Assessment is an important aspect of any sound physical education program because it helps teachers measurestudents’ current levels of ability, students’ progress, and their own teaching effectiveness.” • (Gallahue & Cleland-Donnelly, 2003, p.282)

  3. Why assess motor skills ?

  4. What variables do you assess? • Determined by your goals and objectives, which relate to your topic of instruction

  5. Instrument Selection • Review what’s available • Which instrument meets your needs? • Is it Valid? Reliable? Objective?

  6. Test Feasibility • Amount of time it takes to administer? • Do you have the expertise? • Supplies? Equipment? • Can you interpret the results?

  7. Preparing Students • (not “teaching to the test”) • Testing Environment

  8. Instructor Knowledge • Do you have what you need to give this test? • Can you follow test protocol? • Score sheets? • Have you piloted the test?

  9. Interpreting Results • How well did the students do? • “Measures of Central Tendency”

  10. Class testing: skills testing, cognitive testing, physical fitness testing • Common for general physical education teachers • Individual student testing: • Uncommon for general physical education teachers • UNLESS –the GPE is responsible for adapted physical education placement decisions in their school

  11. Types of Instruments • Norm Referenced: • Quantitative • Easy to administer • Comparisons

  12. Types of Instruments • Criterion Referenced • Qualitative • Process versus product • Comparison against a level of “mastery.”

  13. The Test of Gross Motor Development - 2 DaleA. Ulrich, Ph.D. University of Michigan

  14. TGMD-2 (Ulrich, 2000) • Purpose • Description • 2 subtests • 12 gross motor skills • Children 3- 10 years

  15. Uses of the TGMD-2 • ID of children • Program planning • Assess individual St. progress • Evaluate the PE program • Research

  16. Criteria for Evaluation • What do you notice about the equipment requirements? • What skills/knowledge base does the teacher need to have in order to execute this test?

  17. Test Administration & Scoring • Examiner Competency • Time Requirements • General Guidelines • Standardized Procedures –AKA ?

  18. Standard scoring criteria Two trials scored Focus on observation of criteria “1” = performed correctly “0” = does not perform

  19. Test scores & interpretations • Raw scores – 48 possible points for each subtest • Percentile rank • Subtest standard scores • GMQ- composite of results from the 2 subtests • Age equivalent

  20. GMQ: • > 130 = Very Superior • 121-130= Superior • 111-120= Above Average • 90-110 = Average • 80-89 = Below Average • 70-79 = Poor • < 70 = Very Poor

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