Assessment Chapter 18 McGraw-Hill/Irwin © 2012 McGraw-Hill Companies. All Rights Reserved.

Assessment

Chapter 18

McGraw-Hill/Irwin © 2012 McGraw-Hill Companies. All Rights Reserved.

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Studies suggest that many physical educators fail to assess their students’ motor behavior properly. The major reason for

this is lack of training.

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Guidelines for AssessmentWhy do you want to assess your students?What variables do you plan to assess?Which tests purport to assess the important variables that you have identified?How will you prepare yourself for collecting the data?

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Guidelines for AssessmentDo 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?

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Why Assess?Screening

To identify needsTo determine if an individual requires further testing, additional programming, or instruction

Program contentPlan the content of a particular program

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Why Assess?Student progress

Are individuals meeting the course or program objectives?

Program evaluationIs the program meeting the objectives for enhanced skill development?

ClassificationPlacement of individuals by group

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What Variables to AssessInstructional units that are tied to specific course objectives indicate which variables are assessedAssess variables tied to course objectives

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Selecting the Best TestReview all available testsIs the test statistically valid, reliable, and objective?If the test is norm-referenced, are the norms established on a population similar to the one you plan to assess?

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Selecting the Best TestIs the test instrument feasible to administer?Do you have the training and expertise to administer the test as well as interpret the results?

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An Ideal TestValidity

Test measures what it claims to measureContent validity ~ the instrument contains tasks that measure specific content of interest

A subjective measure

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An Ideal TestReliability

Individual scores do not vary significantly from day to day, assuming there has been no additional instructionTest reliability is the test score’s freedom from errorMeasured statistically

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An Ideal TestObjectivity

Interrater reliabilityDegree of accuracy to which a test is scoredDetermined statistically

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

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An Ideal TestCorrelation 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 specificHeight of American children should not be compared with the norms in height for Japanese children

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An Ideal TestTest 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?

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An Ideal TestTest 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?

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Preparing Students for Assessment

To reduce test anxietyTest environment can be controlledMeet the participant’s physical needs

Procedure for restroom breaksMeet the participant’s psychological needs

Introduce the test with conversationReveal what will be done during the testAvoid the word “test”Allow participants to explore the equipment

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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?

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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?

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

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Interpreting the Assessment Data

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

Mean – arithmetic averageMedian – 50th percentile Mode – score that appears most frequently

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Interpreting the Assessment Data

Measures of variabilityDescribes the spread of scores

A measure of variabilityStandard deviation – describes the degree to which the scores vary about the mean of the distribution

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Normal Curve

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Formal vs. Informal AssessmentWhen assessment is performed in an informal manner, the student is not generally aware that an observation is being madePlaybased assessment

Children are involved in free play within an approved area, but in the presence of an adult facilitator

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Formal vs. Informal AssessmentPlaybased assessment

Facilitator plays along and models the child's play behaviorLater, the facilitator will coax the child into exhibiting new movementsDuring this time, an evaluation is being conductedVideotaping is recommended

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Sharing Assessment ResultsShare results with parents, fellow teachers, school nurse, other professionalsFace-to-face communication is the best way to share the written evaluationAvoid using complex statistical terms or terms that the lay public would not understandHave references available for review and have program suggestions available for parents and other professionals

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Types of Assessment Instruments

Norm-referencedQuantitative evaluations designed to compare a person’s skill and abilities with those of others from similar age, gender, and socioeconomic categoriesAlso called psychometric instrumentsBayley Scales of Infant Development II, Gesell Developmental Schedules, Bruininks-Oseretsky Test of Motor Proficiency, Test of Gross Motor Development-2

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Norm-referencedAdvantages

Easy to administerMinimal training required to administer the testScoring procedures are simpleCompare results to others in peer group

DisadvantagesProvides only “average” results

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Criterion-referencedThese instruments evaluate the “quality” of a person’s performanceCan determine where a person is along the developmental continuum Compares and individual to him/herself over timeCommon testing procedures for motor developmentalists

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Criterion-referencedAdvantages

Provides more insight into programming considerationsProvides a true developmental assessment

DisadvantagesMore complicated to administer than norm-referenced tests

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Product-oriented assessmentThe examiner is more interested in performance outcomes than the technique used to perform the taskMeasures quantitative outcomesNo norms are established in this type of testing

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Product- vs. Process-Oriented Assessment

Product-oriented assessmentPass-fail systemScore for each successful completion of a task

Process-oriented assessmentRequires a component approach

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

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Product-vs. Process-Oriented Assessment

Process-oriented assessmentDisadvantages

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

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Product-vs. Process-Oriented Assessment

Task Time InvolvedTraining of observer 9 hours 40 min

Time needed to videotape 206 children

3 hours 17 min

Time needed to code performance from videotape

18 hours 46 min

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Selected Norm-Referenced (NR) Instruments

Bayley Scales of Infant and Toddler Development III

Early childhood assessment instrument (1-42 months)Subtests

Cognitive, motor, language development, social-emotional, adaptive behavior

Motor subtestDegree of body control, muscle coordination, fine motor manipulatory skills, dynamic movement, dynamic praxis, postural imitation, stereognosis

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Bruininks-Oseretsky Test of Motor Proficiency 2 (BOTMP-2)

Test battery of 8 subtests with 53 itemsShort and long formProvides a comprehensive index of motor proficiency and individual measures of fine and gross motor skills in children 4 to 21 years of age

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Basic Motor Ability Test – RevisedBMAT-RDesigned to assess selected large and small muscle control responsesCan be used with children 4 to 12 years of ageCan be administered to groups of 5 in 30 minutesSome test items: bead stringing, target throwing, back and hamstring stretch, static balance, basketball throw, agility run

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Denver IIA major revision and restandardization of the original Denver Development Screening TestDesigned to screen children between birth and 6 years of age for developmental delays in four areas

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AreasPersonal-social Fine motor adaptiveLanguageGross motor

Test sheet is uniqueScoring: pass-fail, refusal, or no opportunity to observe gradingDenver II online

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Selected Process-Oriented Assessment Instruments

SIGMAThe Ohio State University Scale of Intra-Gross Motor AssessmentA criterion-referenced tool designed to evaluate motor behavior of normal preschool, elementary, and young mentally retarded school children11 fundamental motor skills in four developmental levels assessedA Performance Based Curriculum is included with the assessment test

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Developmental Sequence of Motor Skills Inventory

This analysis is based upon the configuration of the total body during performance of a taskThree to five stages of behavior are observedLevel of development is then classified for hopping, skipping, galloping, throwing, catching, punting, striking, kicking, long jumping

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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

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Test of Gross Motor Development – 2Used to identify children between 3 and 10 years of age who may be significantly behind in gross motor skill development and eligible for special education servicesLocomotor and object-control skills are evaluated

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Assessing the DisabledAlthough individuals with selected special needs perform behind their “normal” peers, both follow similar patterns of developmentMost assessment tests are geared to the “normal” population

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Assessing the DisabledPeabody Developmental Motor Scales-2 (PDMS-2)

Measures motor skill development in children between birth and age 5Assess qualitative and quantitative aspects for gross and fine motor skillsSubtests

Reflexes Object manipulation

Stationary Grasping

Locomotion Visual-motor integration

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Assessing the DisabledBrigance Diagnostic Inventory of Early Development (BDIED)

Criterion-referenced test with normsAssesses behaviors that are divided into 11 domainsCan assess development from birth to 6 years of ageEasy to administer and interpret

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Assessing the Disabled

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Assessing the DisabledI CAN

Purpose is to improve the quality of physical education instruction for all studentsDesigned for

Children whose overall developmental growth is slower than averageChildren with specific learning disabilities, social, or emotion adjustment difficulties, and/or economic or language disadvantages

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Assessing the DisabledI CAN

Criterion-referencedEasy to administerModules include

Preprimary motor and play skillsPrimary skillsSport, leisure, and recreation skills

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Assessing the Disabled

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Aids in Assessing Motor SkillsChecklists or reminder sheets that list key descriptive terms for each developmental level to jog the examiner’s memoryVideotaping individual performance

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Assessing Physical FitnessFITNESSGRAM/ACTIVITYGRAM

Developed by the Cooper Institute for Aerobic ResearchMost widely used instrument in the assessment of health-related physical fitness for youth and young adults (ages 5-25)

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Assessing Physical FitnessFITNESSGRAM/ACTIVITYGRAM

Aerobic capacityBody compositionMuscular strengthMuscular enduranceFlexibility

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Assessing Physical FitnessPhysical Best program from AAHPERD is an excellent supplement to the FITNESSGRAM

A comprehensive health-related fitness education programIncludes program materials and an instructional videotape on test administrationSpecial certifications are available from AAHPERD

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Assessing Physical FitnessBrockport Physical Fitness Test

Designed to assess the health-related fitness of youths 10-17 years of age who have various disabilitiesCriterion-referenced for:

Visual impairments, spinal cord injuries, cerebral palsy, congenital anomalies or amputations

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Assessing Physical FitnessThe President’s Challenge

Sponsored by the President’s Council on Physical Fitness and SportsDesigned for Americans age 6 and upChildren can receive one of four awardsAwards are based on normative data

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Assessing Physical FitnessNational Youth Physical Fitness Program

Sponsored by the United States Marines Youth FoundationEncourages individuals K-College age to maintain a drug-free lifestyle fostering safe-respect and self-esteem through physical fitness

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Assessing Physical FitnessNational Children and Youth Fitness Studies I and II

Implemented by the Department of Health and Human Services in 1985Purpose is to describe the current fitness status of American children and youth (ages 6-17)

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Assessing Physical FitnessPresident’s Challenge – Adult Fitness Test

Online self testCalculates a composite overall physical fitness levelAreas

Aerobic fitnessMuscular strength and enduranceFlexibilityBody composition

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Assessing Physical FitnessAAHPERD Functional Fitness Test

Older adults need to be able to carry out activities for daily livingDesigned for adults over 60Test components

Ponderal indexSoda pop testArm curl testSit-and-reach test880-yard walk

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Assessing Physical FitnessSenior Fitness Test

Designed to assess the major physiological components of functional capacity in elderly individuals (60-94 years of age)Contains performance norms, test manual, and video to teach assessment procedures

Assessment Chapter 18 McGraw-Hill/Irwin © 2012 McGraw-Hill Companies. All Rights Reserved.

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Transcript of Assessment Chapter 18 McGraw-Hill/Irwin © 2012 McGraw-Hill Companies. All Rights Reserved.