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Presentation on theme: "ASSESSMENT AND TESTS FOR ADAPTED PHYSICAL EDUCATION."— Presentation transcript:



3 What is Assessment?  A process to gather information or data about a student’s skill performance, cognitive understanding, attitude, and interest or behavior needed for learning and interacting with others.  A test is the tool you use to gather information.

4 Purpose of Assessment in APE  Establish a Present Level of Performance – identify strengths and needs.  Program Development - types of modifications  Placement – Least Restrictive Environment  Measure Achievement – toward goals and objectives.

5 Assessment Types - Published  Published with standardized procedures- criteria norms Fitness Brockport Test for Physical Fitness, Adapted Physical Education Assessment Scale (APEAS,) Fitnessgram Skill Development Test for Gross Motor Development, Adapted Physical Education Assessment Scale (APEAS) Activity for Everyone

6 Assessment Types: Teacher Constructed  Fitness – Health Related based on one or more specific fitness components.  Skill Development – locomotor, manipulative, sport skill, balance, agility, power, speed.  Curriculum Based – Skills and knowledge taught in the Physical Education curriculum  Authentic –skill or fitness component performed within a game situation, dance, gymnastic sequence or integrated into an activity.

7 Testing Adaptations  Okay to adapt. Record adaptation and retest using same conditions. Invalidates standardized test data comparisons. Becomes individualized.  What to change?  Task – space, size of target, height, time  Environment – visual markers, distraction reduction  Equipment – color, composition, size, texture  Assistance by Peer or Aide – tactile, verbal cues, “Watch Me” demonstration, or partner in test.

8 Developing a test and rubric  Determine the test constraints or specifications. Purpose, Skill, Space, # of trials, equipment  Determine Performance Levels High, Medium, Low, (Rating Scale) Yes/No (Checklist)  Criteria – A description of observable actions that are evident in each performance level

9 Qualitative or Quantitative  Qualitative – Describes the body form or technique as the student performs the skill.  Quantitative – Describes the skill performance related to how far, how fast, how many (goals, target hits, baskets) in time or trials.

10 Fitnessgram Modifications  Pacer – peer buddy with tether, use a flag to signal beep, use a line for focus on path, Other???  One mile walk/run – use distance targets, peer buddy tether, hold stopwatch, Other???  Push Up – tactile prompts for hand position, spot at hips, use an incline mat, use push up mat or mark hand position, modified positions (knees, on front of body.  Pull up and flexed arm hang – physical assistance, site on floor use a stick

11 Fitnessgram Modifications  Curl up – Do without cadence, physical assistance, use visual cues, start up, hold pants, incline mat, hold stick or hands.  Trunk Lift – Physical assistance, use visual for focus  Sit and Reach – hold for shorter time, use visual tape marks, use physical assistance.  Shoulder stretch – physical assistance, use tactile prompt for hand to touch, sit to stabilize body.

12 Develop an Assessment Choose a locomotor movement, manipulative skill, or sport specific skill. Describe the test: What will students do? Be specific Choose qualitative (form) or quantitative (how many, how far, how fast) data to gather. Develop a scoring rubric. Include performance levels (2 or 3) and descriptive criteria for each level. Adaptations if needed for a specific student.


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