Transcript Topic 3 - Assessment PPT (ch4)

Chapter 4
Measurement, Assessment, &
Program Evaluation
Assessment in APE?
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Why do we assess?
What do you think is most important to assess?
Standardized Approaches
Usually “store bought” tests
 Usually known validity and reliability
 Generally strong test-wise but weaker
authentically
 Mainly two approaches:
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 Norm
referenced tests
 Criterion referenced tests
Norm-Referenced Assessment
“Norms” are developed by testing large
numbers of individuals
 Comparisons are made against other
students
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 Example:
President’s Council of Physical Fitness
Test (>85th percentile = presidential, >50th
percentile = national)
 Example: “Above average” and “below average”
1. TGMD-2
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Purpose: to test fundamental gross motor content
frequently taught in preschool and elementary school.
Description: 12 patterns are tested
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Locomotor subset: run, gallop, hop, leap, horizontal jump, and
slide.
Object Control: striking a stationary ball, stationary dribble, catch,
kick, underhand roll, and overhand throw.
Scoring is performance criteria listed with each pattern.
The criterion scores can be compared to norm-referenced
standards (aka “best of both worlds”)
• High reliability and validity
1. TGMD-2
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If you are looking for a thorough and
respected test, this is the one.
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View example
Criterion-Reference Standards
Comparisons are made to predetermined
“mastery” scores, not other individuals
 Example: Fitnessgram
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 Student
scores fall into one of two
classifications: healthy fitness zone or needs
improvement.
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See next two slides
2. Brockport Physical
Fitness Test
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Purpose: to assess the health-related fitness of
youngsters (aged 10–17) with certain disabilities.
Description: typically 4 to 6 test items are selected from
27 possibilities based on a “personalized” approach.
Scoring: test scores are compared to criterionreferenced standards based on gender, age, and in
some cases disability.
Comment: closely related to FITNESSGRAM and
supported by computer software.
Cheat sheet
 Brockport
Take
Video
notes where you deem
appropriate.
3. Observation
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Usually teacher constructed and based upon observation
This is the most common method used in the schools
today
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Why: cost effective and less time consuming
Brockport: $180 (manual, CD, video)($32 just manual)
TGMD2: $191 (kit)
Has day-to-day applicability
Strong authentically but weak psychometrically (premium
on subjective evaluation)
Other methods: rubrics, task analyses, and portfolios
Observation:
Rubrics
RUBRICS: Includes scoring criteria and level of
achievement. These progressions can be used to assess
any locomotor and object-control skills.
Types of rubrics:
• 1. Analytic rubric: Breaks down a skill to meet the needs
of someone working on mastering a skill.
• 2. Individual rubric: This rubric is used to meet the
individual need of a child. This can be used to address
someone with a disability whose needs must be met in a
small class setting. This is an excellent procedure to use
to meet a child’s IEP goals/objectives.
Observation:
Motor Development
Checklist
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This is a progressive checklist for locomotor and objectcontrol skills. Each skill is broken down from simplest to
most difficult. As the student performs the assigned task,
teacher will check off when a student is able to
successfully complete a task.
4. Many Other Tests
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There are tests designed for nearly every
disability normally relating to psychomotor
or cognitive performance.
5. No measurement or
assessment
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Teacher fails measure student learning
and as a result, has no evidence besides
anecdotal observations that a student is
improving.
 “Hope”
method
 Cycle of instruction is broken
 Real missed opportunity for a population that
needs PE more than anyone.
Program Evaluation
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Increasingly important to demonstrate that
instructional program is good, not merely claim it
is good.
Requires that program pre-intervention
assessments, goals, strategies, and mastery
assessments be articulated.
Observation Practice

Graduating Peter
 HBO
series
 Complete observation form, afterwards write
skills/observations on board under each
category.