Video Part 1• http://www.youtube.com/watch?v=e89NczRc9hQ

Relationship of Assessment and Environmental

Factors By: Sonya Felmly

KIN 582West Chester University

ObjectivesThis presentation will include information on…

• The importance of assessments in physical education• Norm-Referenced Assessment/Criterion-Referenced

Assessment• Measurement• Assessment Decisions, Identification Decisions,

Placement Decisions, Instructional Decisions• Environmental Factors • Getting to know your student• Summary

Why assess in Physical Education?

• The primary goal of assessment should be seen as the enhancement of learning, rather than simply the documentation of learning" (NASPE, 1995).

• However, when physical educators assess students on their dress, attendance, effort, or attitude what is it that we are enhancing (Johnson, 2008).

• Assessment- “planned technique used to measure, judge or diagnose a student’s achievement and to make inferences based on that evidence for a variety of purposes, including planning” (Doolittle,1986)

Assessment in APEPurposes• Identifying if a student qualifies for adapted

physical education• Develop appropriate goals • Implement appropriate instructional activities and

that supports achievement towards IEP goals• Determine the most appropriate placement

Zero Exclusion/ Zero Failure

• IDEA considers students to be eligible for special education, and adapted physical education if they are identified with one of the 14 disabilities stated in the law.

• Autism• Deaf-Blind• Deafness• Developmental Delay

• Emotional Disturbances• Hearing Impairment• Intellectual Disability• Multiple Disabilities• Orthopedic Impairment• Other Health Impairments• Specific Learning

Disability• Speech or Language

Impairment• Traumatic Brain Injury• Visual Impairment,

including blindness

Review IDEA

Identification Decisions

Eligibility or Classification Decisions

Determines if a child’s performance level needs special attention

Physical education teachers must select and administer assessments to identify students needs

Placement Decisions• Determine the most appropriate instructional

placement and least restrictive environment. (Figure 2.4 page 18) o Childs needs and develop an appropriate

program o Where is the program is going to be

implemented?

IDEA requires students with disabilities to be instructed in the least restricted environment. • General Physical Education• General Physical Education with APE Consultation• APE direct services in General Physical Education• Part-Time APE and Part-Time GPE• Reverse Mainstreaming• Self-Contained APE

Different Placements For Adapted PE

Instructional Decisions

• The decisions can be made by using a variety of assessment tools. o Data collect is used to make informed instructional decisionso Assessment is ongoing,- part of the instructional process

• Best Practices

Video Part 2 • http://www.youtube.com/watch?v=yMhUStZDUEg

Assessment/Testing• Assessment Vs. Testing• Instruments, tests, assessments, items, and tools

o Procedures used to collect information on the behavior being assessed. • What is being assessed• Conditions • Equipment required• Administration instructions• Scoring

Assessment Instruments

• Norm-Referenced Instruments

o standardized test designed to collect performance data that is compared with reference standards composed of normative data provided with the instrument.

• Standardized Test

• Peabody Developmental Motor Scales 2 Pg. 11

Assessment Instruments

• Criterion-referenced instruments o less standardized and involve more evaluating performance against set

criteria. o Skipping

• Move forward by stepping and then hopping• Maintain an upright body posture• Alternate the step-hop pattern between feet• Move arms in opposition to legs

• Figure 2.2 Pg. 13

Assessment Instruments

Assessments Instruments must include:• Validity• Reliability• Objectivity• Norms

Validity• Instrument is valid if the scores collected

measure what the instrument was designed to measure. o Face Validityo Content Validity o Concurrent Validityo Construct Validityo Criterion Validity

• Pg.38-42

Measurement• Type of data collected

o Throwing• Knowledge of key components• How far the student can throw • How accurate the student can throw• Perform the key components correct

• Process Vs. Product

Reliability

• Consistency of the results over a multiple of trials.• Administration procedures • Case Study 2 on Page 43• Provide more trials and Attempts

Video Part 3• http://www.youtube.com/watch?v=s5P84VShUx8

Objectivity/Norms• Reliability between two different people

administering the same test to the same group of students. (Interrater Reliability)

• Norms are a description of how a sample of students performs on a test in relation to the children in the normative sample. o Norms can be gender, grade, or ageo On page 48 Table 4.1- Normative Data for Males and ages on Mastery

of Batting.

Environmental Factors• Space/boundaries• Type of Equipment• Equipment laying around• Class Format• Reduce visual and auditory distractions• Time of Day/DurationOther things to think about..• Start and Stop Signals• How the student communicates with you• Level of Motivation• Level of Difficulty• Order of the assessments• Demonstrations

Assessments• When giving a student with a disability an

assessment remember…

oAutism • Use pictures for criteria • Give directions in chunks• Demonstrate cues• Positive behavior Reinforcements• Let student choose the color or texture of the

equipment• Have set boundaries

Disabilities• Deaf/Hard of Hearing

o Use visuals to give directions and criteriao Have students close to youo Model the skillo Provide extra demonstrationso Make sure the testing environment has adequate lighting o Avoid excessive noiseso Give appropriate wait time

• Serious Emotional Disturbanceo Have a calm environmento Lots of Praiseo Give students more time to practice o Assess individuallyo Use visual aids

Disabilities• Intellectual Disabilities

o Give directions in chunkso Model Skillso Give appropriate wait timeo Class Formatso Immediate positive feedback

• Multiple Disabilitieso Modify equipmento Modify criteria/what you are assessing/ Is it appropriate?o Think Safety First

• Visual Impairmentso Think Safetyo Use tactile or Auditory Boundarieso Modify Equipmento Give specific verbal directionso Translate directions into Braille

Disabilities• Orthopedic Impairment

o Use assistive technologyo Modify Equipmento Know your student

• Deaf-Blindnesso Think Safetyo Use tactile or Auditory Boundarieso Modify Equipmento Give specific verbal directionso Translate directions into Braille o Have students close to youo Model the skillo Provide extra demonstrationso Make sure the learning environment has adequate lighting o Avoid excessive noiseso Give appropriate wait time

Disabilities• Specific Learning Disability

o Use visualso Give directions in chunkso Clear directionso Demonstrateo Positive feedback

• Speech or Language Impairmento Give directions in chunkso Demonstrateo Give appropriate wait time- Do not rush the studento Use visual s

• Traumatic Brain Injury o Safety- Soft equipmento Clear Boundary lineso Give appropriate wait time

Disabilities• Other Health Impairments

o ADD/ADHD• Give Breaks• Break Up Assessments• Have an assessment schedule

o Obesity• Give Rest Breaks• Positive Feedback

o Type 1 Diabetes• Watch for fatigue• Water Breaks• Use visuals• Demonstrate

Disabilities• Other Health Impairments

o Rheumatic Arthritis• Be aware of the amount of stress on joints• Less Trials• Be mindful when weight lifting

o Asthma• Be mindful of how much you are assessing

o Sickle Cell/ Leukemia/ Tourette's Syndrome• Provide Rest and Water Breaks

Summary

• Assessment is used to make identification, placement, and instructional decisions.

• All assessments must be reliable and valid• Assessment is important for students with

disabilities.