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Chapter 12

Chapter 12. Assessment. Table 12.1. Assessment. Assessment is a process that involves both: Measurement Evaluation. Assessment. Measurement The collection of information on which a decision is based Tests: motor performance, observation of behavior, or questions

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Chapter 12

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  1. Chapter 12 Assessment

  2. Table 12.1

  3. Assessment Assessment is a process that involves both: • Measurement • Evaluation

  4. Assessment Measurement • The collection of information on which a decision is based • Tests: motor performance, observation of behavior, or questions • Non-tests: height, weight, and length

  5. Assessment Evaluation • Process of decision making regarding the value or worth of collected information • Norm-referenced standards • Criterion-referenced standards

  6. Norm-Referenced Standards • Hierarchical ordering of individuals • Compare individuals to others • Percentile norms

  7. Criterion-Referenced Standards • Degree to which an individual achieves a specified level of development, motor performance, or physical status • Most national fitness tests use this standard

  8. Assessment Product-oriented • Performance outcome • Quantitative data • Distance: ft. / in. and time: sec. Process-oriented • Form • Qualitative data

  9. Purposes of Assessment • Diagnosis / screening • Determine status • Placement • Program content • Program evaluation • Construction of norms and performance standards • Research • Prediction • Motivation of individuals

  10. Considerations for Proper Assessment • Validity • Measures that which it is intended to measure • Reliability • Repeatability • Objectivity • Agreement of examiners • Other • Feasible to administer, available funds, level of • training, etc.

  11. Newborn Assessment The Apgar Scale The Neonatal Behavioral Assessment Scale (NBAS) • 2 to 3 days (after birth) / 9 to 10 days (at home) • Items: Behavioral, reflex, and supplementary

  12. Newborn Assessment Table 12.2

  13. Infant Assessment The Bayley Scales of Infant Development The Alberta Infant Motor Scale Posture and Fine Motor Assessment of Infants Toddler and Infant Motor Evaluation Test of Infant Motor Performance

  14. Infant Assessment Table 12.3

  15. Example of an AIMS Item Figure 12.1

  16. Example of a PFMAI Assessment Item Figure 12.2

  17. Assessment of (Up to) School-Age Populations Percentage of normal children passing the item Figure 12.3

  18. School-Age Assessment Ages and Stages Questionnaire The Denver Developmental Screening Test Motor Assessment Battery for Children Peabody Development Motor Scales II Bruininks-Oseretsky Test of Motor Proficiency

  19. School-Age Assessment Affordances in the Home for Motor Development Berry-Buktenica Developmental Test of Visual-Motor Integration

  20. Sample of the Movement ABC-2 Assessment Figure 12.4

  21. Sample of the Balance Testing with the BOT-2 Figure 12.5

  22. Assessment Items Gross Motor • Running, jumping, and hopping • Balance • Kicking and throwing Fine Motor • Drawing and copying • Stringing • Stacking blocks

  23. Process-Oriented Assessment Instruments Test of Gross Motor Development-2 • 3 to 10 years • Both norm- / criterion-referenced Fundamental Movement Pattern Assessment Instrument • Body segments analyzed into 3 stages

  24. Table 12.4

  25. Sample of Body Action Assessment (FMPAI) Figure 12.6

  26. Test for Older Persons • Senior Fitness Test • > 60 years • Assesses aerobic and fitness • Williams-Greene Test of Physical and Motor Function • Assesses in the areas of upper extremity function and mobility • Physical Performance Test

  27. Table 12.5

  28. Table 12.6

  29. Table 12.7

  30. Summary • Assessment provides the opportunity to observe, document, and interpret change across the life span as well as to determine the growth and developmental status of an individual at a particular time. • Assessment involves both measurement and evaluation. • After the purpose for conducting the assessment has been established, additional considerations are warranted with regard to instrument selection. • Most instruments are based on generalized product (quantitative) characteristics and provide little insight into the process of developmental change. These shortcomings have been addressed to some degree in recent years and continue to be studied.

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