Adapted Physical Education- Ch. 4

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Measurement

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The process of collecting data on the property or attribute of interest.

eg. When a skinfold test is used, the measurement is expressed in millimeters, giving an indication of the attribute of body far.

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Assessment and Evaltuation

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Include the process of interpreting the measurement data and making a judgement by comparing results with predetermined criteria or objectives.

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Standardized Approaches

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Usually published tests, limited selection of test items, specific directions for administration, usually know validity and reliability, generally strong psychometrically but weak authentically, standards provided to make judgments about student test performance.

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Norm-Referenced Standards

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Comparisons are made with others from a specifically defined group (eg. age, sex, disability).

-Norms are usually developed by testing large numbers, and results are tabulated.

-Percentiles, T-scores, and z-scores are used.

Above average and below average are the types of judgments made.

IQ tests and older physical education tests are examples.

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Criterion-Referenced Standards

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Comparisons are made with predetermined mastery scores (minimally acceptable scores for a particular purpose).

-Criteria are determined by expert opinion, research data, logic, experience, and so on.

Competent (meets standard) and noncompetent (does not meet standards) are the types of judgments made

Eg. Test of gross motor development the fitnessgram and the Brockport Physical Fitness Test.

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What are alternative types of assessment standards:

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-Link assessment to instruction.

-Have day-to-day applicability.

-Often teacher constructed for specific situations or physical education content.

-Strong authentically but weak psychometrically (premium on subjective evaluation).

Examples: Checklists, rubics, task analyses, and portfolios.

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Checklist for assessments:

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Identifies presence or absence of behavior or skill.

Does not indicate the quality of behavior.

Helpful when using task-analytic or ecological approaches.

Use with a specific skill or series of skills.

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What is a rubric?

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A students performance is matched to one of multiple levels of a skill via a set of criteria.

Students know where they stand and what needs to be done for improvement.

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What is task analysis?

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Many types exist, but all involve breaking skills down into smaller, perhaps sequentially ordered, steps or focal points.

When using as an assessment instrument, missing components are identified, and a strategy for teaching is revealed.

It can be expanded for use in ecological assessment.

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What is a portfolio?

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A collection of representative student work. Entries: videos, test results, peer evaluations, journals, logs, and so on.

Strength, multiple assessments on multiple occasions.

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Standardized Versus Alternative

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Generally use both. Give preference to standardized for unique need questions. Give preference to alternative when devising instructional strategies.

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How do you determine a unique need?

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Low motor development. Low motor skill performance. Low health-related physical fitness.

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What are the criteria for a unique need?

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Possible criteria: <15th percentile.

>1 standard deviation below the mean.

2-year developmental delay or more.

Fails to meet criterion-referenced standards.

Fails to meet 70% of the competencies in the curriculum.

Trial placement recommended.

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What to asses in adapted physical education?

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Physical and motor fitness, fundamental motor skills and patterns, skills in aquatics, dance, and individual and group games and sports.

Minimally test physical fitness and motor skills.

Affective skills may also be assessed in authentic settings.

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What are the 6 Test Instruments used in APE

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1) Measuring reflexes and reactions (milani Comparetti Motor Development Screening Test for Infants and Young Children)

2. Measuring Rudimentary Movements (Peabody Developmental Motor Scales)

3. Measuring Fundamentals Movement (Test of Gross Motor Development

4. Measuring Specialized Activity Movements (Sports Skills Program Guides)

5. Measuring Physical Activity (Activitygram).

6. Measuring Health related PHysical Fitness (Brockport Physical Fitness test).

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Milani-Comparetti

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Purpose: to assess motor development, including reflexes and reactions, in young children and children with developmental disabilities.

Discription: 27 total test items; 9 test head control, body control, and active movements; 5 test primitive reflexes; 13 test postural reactions.

Scoring: age norms for each test are provided.

Comment: Often administered by therapists.

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Peabody Developmental Motor Scales

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Purpose: to assess the fine and gross motor development of children (birth-5 years)

Description: 249 test items (mostly developmental milestones) arranged across six categories and age levels.

Scoring: gross motor quotient, fine motor quotient, and total motor quotient.

Comment: normative data available.

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Test of Gross Motor Development:

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Purpose: to test fundamental movement patterns in preschool and early elementary children with emphasis on process rather than product of performance.

Description: 12 patterns tested within locomotor and object-control subtests.

Scoring: based on focal points listed for each pattern.

Comment: Criterion-based scores compared with norm-referenced standards.

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Sport Skills Program Guides:

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Purpose: to assist in the assessment and instruction of sport skills for people with disabilities (aged 8 and beyond).

Description: task analyzed assessments available for 29 sports.

Scoring: focal points checked off as athletes demonstrate correct techniques.

Comment: used by Special Olympics; strong authentically but no validity or reliability reported.

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Activitygram:

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Purpose: to record, analyze, and save student physical activity data and produce reports based on the data.

Description: computer program prompts students to recall previous day's physical activity in 30-minute time blocks.

Scoring: total number of minutes of at least moderate level of activity for previous 3 days.

Comment: good utility for students with disabilities (but they may need help recalling or entering data)

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Brockport Physical Fitness Test:

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Purpose: to asses the health-related fitness of young people (aged 10-17) with certain disabilities.

Description: typically 4 to 6 test items selected from 27 possibilities based on a personalize approach.

Scoring: test scores compared with criterion-referenced standards based on gender, age, and in some cases disability.

Comment: closely related to Fitnessgram and supported by computer software (Fitness Challenge).

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Program Evaluation:

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Increasingly important to demonstrate that an instructional program is good, not merely claim it is good.

Requires that program goals be clearly articulated.

Program goal should includ a criterion (eg. (0% of all students will engage in at least 30 minutes of moderate-level physical activity at least 4 days per week. Student data are aggregated to evaluate the program goal.