Assessment

1. Assessment Implications for Adapted Physical Education

2. Assessment Data collection Interpretation Decision Making *Determine if services are needed!

3. Four Purposes of Assessment Screening and referral yes/no or pass/fail protocol Diagnosis and placement comprehensive, individual (IEP) Instruction and student progress occurs after placement Sport classification medical condition or functional capacity (MR, deaf, LD) exception

4. Six types of Assessment Formal vs Informal Product vs Process Norm vs Criterion Standardized vs Content-referenced Tests vs Instruments Self vs Other * Best practice - combinations of all

5. Formal vs Informal Formal students are aware they are being tested purpose encouraged IEP - legislative requirements No one procedure can be used for placement! Must be a consensus of a multidisciplinary team Informal Observation within a game or play context

6. Product vs Process Similar to quantitative vs qualitative Product End result of performance numerical measure (distance/speed) number performed (curl-up or push-up tests) numerical rating Process Quality, form, or experience mature or immature movement patterns journals, pictures, anecdotes, film

7. Norm vs Criterion Tests Norm Statistic that describes group performance and enables comparisons percentile ranks standard scores age equivalents Percentile ranks most common ex. 50% below norm, special help?

8. Norm vs Criterion Tests Norm Can be for general Ed., special Ed. or for specific disabilities Placement decisions should use ? Criterion-Referenced Tests Measure mastery learning or achievement of milestones, mature movement patterns, or minimal fitness levels Format - checklist, task analysis, or behavioral objectives

9. Norm vs Criterion Tests Criterion-Referenced Tests For motor skills, emphasis is typically on process analyze components of a skill and write objectives to ameliorate deficiencies/weaknesses ex TGMD (set of behavioral objectives) Activities can be directed toward a specific component or criterion Task analysis - progressively more difficult tasks ex. Brigance Diagnostic Inventory

10. Standardized vs Content-Referenced Tests Standardized Commercially published instruments Norm referenced are always standardized Criterion-Referenced can be standardized Content-Referenced Tests Teacher made tests that are designed to measure what is being taught Becomes criterion when scores are required to pass or receive a letter grade

11. Tests vs Instruments Tests Instruments right or wrong mature or immature passed or failed Instruments Inventories, rating scales, questionnaires, and others

12. Self vs Other Self Student assessment Series of questions can you do this or that? greatest strengths and weaknesses? interests? how can I (teacher) help you? Other All other types of assessment

13. Assessment instruments most frequently used in APE 1. TGMD - II Norm/Criterion 2. B-O - II Norm 3. Peabody Developmental MS Norm 4. Motor Skills Inventory Criterion 5. Assessment, Evaluation, and Criterion Programming System

14. Other Assessment Instruments CARE R Adapted Physical Education Assessment Scale (APEAS � II) Mt. Diablo MOVE (motor opportunities via education Brockport Other