Drinking From A Cup, Removing One’S Own Garments, Washing And Drying Hands

Assessment

“Studies suggest that many physical educators fail to assess their students’ motor behavior properly. The major reason for this is lack of training.”

Guidelines for Assessment

• Why do you want to assess your students/patients?

• What variables do you plan to assess?• Which tests purport to assess the

variables that you have identified?• How will you prepare for collecting the

data?

Guidelines for Assessment

• Do you have the statistical skills to interpret the assessment data?

• Will you be conducting an informal or a formal assessment?

• How, and with whom, will you share the assessment results?

Why Assess?

• Screening– To identify needs– To determine if an individual requires

further testing, additional programming, or instruction

• Program content– Plan the content of a particular program

Why Assess?

• Student progress– Are individuals meeting the course or

program objectives?

• Program evaluation– Is the program meeting the objectives for

enhanced skill development?

• Classification– Placement of individuals by group

What Variables to Assess

• Instructional units that are tied to specific objectives indicate which variables are assessed

• Assess variables tied to program objectives

• Validity– Test measures what it claims to measure

• Content validity ~ the instrument contains tasks that measure specific content of interest

– A subjective measure

Selecting the Ideal Test

• Reliability– Consistency of test scores

• Individual scores do not vary significantly from day to day, assuming there has been no additional instruction

– Measured statistically


• Objectivity– Interrater reliability– Degree of accuracy to which a test is

scored– Determined statistically

• Statistical determination is performed by computing a correlation coefficient for two sets of scores


• Correlation coefficient– A set of ratings compiled by one scorer is

correlated with the scores obtained by a second scorer

• A correlation coefficient of 0.80 –1.00 is acceptable

• Caution: norms are population specific– Height of American children should not be

compared with the norms in height for Japanese children


Test feasibility– Which test can be administered in the least

amount of time?– Must you administer the test to a single

student, or can it be administered to groups?

– Do you have the training and expertise to administer the test?


Test feasibility– Do you have all of the supplies and

equipment needed for test administration?– Do you have the training and expertise to

interpret the test results?


Preparing Students for Assessment

• To reduce test anxiety– Test environment can be controlled– Meet the participant’s physical needs

• Procedure for restroom breaks

– Meet the participant’s psychological needs• Introduce the test with conversation• Reveal what will be done during the test• Avoid the word “test”• Allow participants to explore the equipment

Instructor Preparation and Data Collection

• Do you have the necessary equipment to administer the assessment?

• Can you deliver the standardized directions to students taking the assessment?

• Do you have an appropriate score sheet with extra pencils on hand?


• Are you adequately prepared to administer the assessment without constantly referring to the test manual?

• If assessment requires observation, do you possess valid observational skills?– Are you able to recognize deviations from

the norm?– From what point will you observe?


• You must think through and even pilot (test run) your assessment procedures prior to administering the test to a target population

Interpreting the Assessment Data

Need to have an understanding of measures of central tendency and measures of variability

Measures of central tendency– Mean – arithmetic average– Median – 50th percentile – Mode – score that appears most frequently

Interpreting the Assessment Data

Measures of variability– Describes the spread of scores

A measure of variability– Standard deviation – describes the degree

to which the scores vary about the mean of the distribution

– δ = sigma (standard deviation symbol)

Interpreting Assessment Data

Formal vs. Informal Assessment

When assessment is performed in an informal manner, the student is not generally aware that an observation is being made

Playbased assessment– Children are involved in free play within an

approved area, but in the presence of an adult facilitator

Formal vs. Informal Assessment

Playbased assessment– Facilitator plays along and models the

child's play behavior– Later, the facilitator will coax the child into

exhibiting new movements– During this time, an evaluation is being

conducted– Videotaping is recommended

Types of Assessment Instruments

Norm-referenced– Quantitative evaluations designed to compare a

person’s skill and abilities with those of others from similar age, gender, and socioeconomic categories

– Also called psychometric instruments– Bayley Scales of Infant and Toddler Development

III, Gesell Developmental Schedules, Bruininks-Oseretsky Test of Motor Proficiency, Test of Gross Motor Development-2


Norm-referenced– Advantages

• Easy to administer• Minimal training required to administer the test• Scoring procedures are simple• Compare results to others in peer group

– Disadvantages• Provides only “average” results


Criterion-referenced– These instruments evaluate the “quality” of

a person’s performance– Can determine placement of an individual

along the developmental continuum – Compares an individual to him/herself over

time– Common testing procedures for motor

developmentalists


Criterion-referenced– Advantages

• Provides more insight into programming considerations

• Provides a true developmental assessment

– Disadvantages• More complicated to administer than norm-

referenced tests


Product-oriented assessment– The examiner is more interested in

performance outcomes than the technique used to perform the task

– Measures quantitative outcomes• How far• How many

– Pass-fail system– Score for each successful completion of a

task

Product- vs. Process-Oriented Assessment

Process-oriented assessment– Requires a component approach

• “the identification of developmental characteristics of body parts within a task”

– Disadvantages• A comprehensive understanding of

developmental steps and a prolonged period of study and practice of the techniques is required

– Conducting this type of assessment within a large school population is questionable

Product- vs. Process-Oriented Assessment

Component approach assessments not feasible to use with large classes– Takes too much time– Appropriate for small classes

Total body approach assessments more feasible with large classes

Selected Norm-Referenced (NR) Instruments

Bayley Scales of Infant and Toddler Development III (2005)– Subtests to identify

deficits in young children (1-42 months)

• Cognitive• Motor• Language• Social-Emotional• Adaptive Behavior

Motor subtests– Body control– Large muscle

coordination– Fine motor

manipulatory skills– Dynamic movement– Dynamic praxis– Postural imitation– Stereognosis


Bruininks-Oseretsky Test of Motor Proficiency (BOTMP)– Test battery of 8 subtests with 46 items– Short and long form– Provides a comprehensive index of motor

proficiency and individual measures of fine and gross motor skills in children 4.5 to 14.5 years of age


Basic Motor Ability Test – Revised– Designed to assess selected large and

small muscle control responses– Can be used with children 4 to 12 years of

age– Some test items: bead stringing, target

throwing, back and hamstring stretch, static balance, basketball throw, agility run


Denver II– A major revision and restandardization of

the original Denver Development Screening Test

– Designed to screen children between birth and 6 years of age for developmental delays in four areas


• Areas1. Personal-social

2. Fine motor adaptive

3. Language

4. Gross motor

• Test sheet is unique• Scoring: pass-fail, refusal,

no opportunity to observe grading

• Training aids available

DENVER II


4 AREAS of child’s development tested in Denver II

1. Personal-social– Drinking from a cup, removing one’s own garments,

washing and drying hands

2. Fine motor adaptive– Ability to perform tasks as passing a block from hand to

hand, stacking blocks

3. Language– Ability to imitate sounds, name body parts, define words

4. Gross motor– Ability to sit, walk, jump, throw

Selected Process-Oriented Assessment Instruments

SIGMA– The Ohio State University Scale of Intra-Gross

Motor Assessment– A criterion-referenced tool designed to evaluate

motor behavior of normal preschool, elementary, and young mentally retarded school children

– 11 fundamental motor skills in four developmental levels assessed

– A Performance Based Curriculum (PBC) is included with the assessment test


Developmental Sequence of Motor Skills Inventory– This analysis is based upon the configuration of

the total body during performance of a task– Three to five stages of behavior are observed– Level of development is then classified for

hopping, skipping, galloping, throwing, catching, punting, striking, kicking, long jumping


Fundamental Motor Pattern Assessment Instrument– Used to assess developmental changes

over time for fundamental patterns• Walking, running, jumping, throwing overhand,

catching, kicking

– Performer is scored in one of three stages of development

• Initial stage, elementary stage, mature stage


Test of Gross Motor Development – 2– Used to identify children between 3.0 and

10.11 years of age who may be significantly behind in gross motor skill development and eligible for special education services

– Locomotor and object-control skills are evaluated

– Normative data stratified by age, geography, gender, race, residence

Assessing the Disabled

• Although individuals with selected special needs perform behind their “normal” peers, both groups follow similar patterns of development

• Most assessment tests are geared to the “normal” population

• Comparisons using normative data are inappropriate


Brigance Diagnostic Inventory of Early Development (BDIED)– Criterion-referenced test with norms– Assesses behaviors that are divided into

11 domains– Can assess development from birth to 6

years of age– Easy to administer and interpret


Brigance Diagnostic Inventory of Early Development:

Assessment Categories

1. Preambulatory motor skills and behaviors

2. Gross motor skills and behaviors

3. Fine motor skills and behaviors

4. Self-help skills

5. Prespeech behaviors

6. Speech and language skills

7. General knowledge and comprehension

8. Readiness skills

9. Basic reading skills

10. Writing skills

11. Math skills


I CAN– The goal of this assessment is to improve the

quality of physical education instruction for all students

– Target population: “children whose overall developmental growth is slower than the average, as well as . . children with specific learning disabilities, social, or emotional adjustment difficulties, and or economic or language disadvantages”


I CAN– Criterion-referenced– Easy to administer– Modules include

• Preprimary motor and play skills• Primary skills• Sport, leisure, and recreation skills

Aids in Assessing Motor Skills

• Checklists or reminder sheets that list key descriptive terms for each developmental level to jog the examiner’s memory

• Videotaping individual performance

Assessing Physical Fitness

Physical-fitness test batteries– FITNESSGRAM/ACTIVITYGRAM– President’s Challenge– National Youth Physical Fitness Program– National Children and Youth Fitness Studies I and

II– Functional Fitness Assessment for Adults Over 60

Years– Senior Fitness Test

– Canada Standard Test of Fitness

Date post:	13-Jan-2015
Category:	Education
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