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Assessment

Chapter 16


“Studies suggest that many

physical educators fail to assess

their students’ motor behavior

properly. The major reason for

this is lack of training.”


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


An Ideal Test

• Validity

– Test measures what it claims to measure

• Content validity ~ the instrument contains tasks

that measure specific content of interest

– A subjective measure


An Ideal Test

• Reliability

– Consistency of test scores

• Individual scores do not vary significantly from

day to day, assuming there has been no

additional instruction

– Test reliability is the test score’s freedom

from error

– Measured statistically


An Ideal Test

• 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


An Ideal Test

• 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


An Ideal Test

• 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?


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


Sharing Assessment Results

• Share results with parents, fellow teachers, school nurse, other professionals

• Face-to-face communication is the best way to share the written evaluation

• Avoid using complex statistical terms or terms that the lay public would not understand

• Have references available for review and have program suggestions available for parents and other professionals


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



• Criterion-referenced

– These instruments evaluate the “quality” of a person’s performance

– Can determine placement of an individual along the developmental continuum

– Compares and individual to him/herself over time

– Common testing procedures for motor developmentalists



• 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


Selected Norm-Referenced (NR)

Instruments

• Areas

1. 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


Selected Norm-Referenced (NR)

Instruments

• 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

• 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:

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

– Criterion-referenced

– Easy to administer

– Modules include

• Preprimary motor and play skills

• Primary skills

• Sport, leisure, and recreation skills


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



• FITNESSGRAM

– Aerobic capacity

– Body composition

– Muscular strength

– Muscular endurance

– Flexibility

• ACTIVITYGRAM

– Behaviorally based

physical activity

assessment tool

– Students record

physical activity each

30-min over 3 days

– Determines if activity

guidelines are being

met



• Physical Best program from AAHPERD is an

excellent supplement to the FITNESSGRAM

– A comprehensive health-related fitness education

program

– Includes program materials and an instructional

videotape on test administration

– Special certifications are available from

AAHPERD



• Brockport Physical Fitness Test

– Designed to assess the health-related

fitness of youths 10-17 yrs of age who

have various disabilities

– Criterion-referenced for:

• Visual impairments, spinal cord injuries,

cerebral palsy, congenital anomalies or

amputations

– 27 health-related fitness tests



Awards Offered by the

President’s Challenge Program

1. The Presidential Physical Fitness Award

2. The National Physical Fitness Award

3. The Participant Physical Fitness Award

4. The Health Fitness Award



Functional Fitness Assessment for

Adults Over 60 Years

1. Agility/dynamic balance

2. ½ mile walk (endurance)

3. Test of trunk/leg flexibility (sit and reach)

4. Test of muscular strength/endurance

5. Soda pop coordination

Assessment - WordPress.com · 1/16/2011 · Types of Assessment Instruments • Norm-referenced –Quantitative evaluations designed to compare a ... –Pass-fail system ...

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