Assessment

What is assessment? “The process of motor assessment aids in monitoring developmental changes, identifying developmental delays and providing insights into instructional strategies.” (Gallahue & Ozmun, 2006, p. 437).

Purposes of Assessment Identify Diagnose Determine placement decision Develop IEP Develop instruction Determine support services Determine skills for community participation Evaluate student progress Grade determination Teacher performance Grouping of students

Legal mandates for determining the present level of performance Due process

What variables should be assessed in APE?

Types of Assessment Formal Informal

On a piece of paper with your ID #, please translate the following statement: “Un estilo de vida saludable es tu derecho.”

Components of Assessment for the IEP Process Formal tests Parental Reports Observations in general environment Conversations with related service personnel, classroom teachers, and general physical educator Conversations with the student .

The Assessment Process Screening Referral Parental permission to assess Formal assessment Determine strengths and weaknesses Make conclusions and recommendations Determine IEP goals with the IEP team, based on evaluation process Determine placement based on IEP goals Implement and monitor IEP, report regularly Revisit IEP yearly Reevaluate every 3 years ©2010, The McGraw-Hill Companies, Inc. All Rights Reserved.

The Assessment Process Referral For Assessment Parent/ Guardian permission to assess student Multifactored evaluation by trained personnel within 90 days Placement decisions based on assessment results

Authentic Assessment

Test Categories Normative-referenced Criterion-referenced Content-referenced

Test Selection Considerations .

Test Standardization Given to a large group of persons under the same conditions Tests should be Valid Reliable Objective

Test Feasibility

Testing Guidelines Become familiar with the test Use ‘crib notes’ Well lighted, comfortable environment Carefully planned placement of equipment Midmorning or midafternoon (if possible) Establish rapport with the student Follow protocol of test .

Organizing Results .

Reporting Results Accentuate the positive about the student Describe strengths and areas for improvement Report subtest scores and include a narrative describing how the student executed test items Include information from informal testing and conversations with the student, parent, general physical educator, and/or related service personnel Include conclusions and recommendations

Qualifying Criteria .

TGMD-2 (Ulrich, 2000) Purpose Description

Uses of the TGMD ID of children Program planning Assess individual St. progress Evaluate PE program Research

Test administration Examiner Competency What specific skills does the examiner need to possess to successfully administer this test? Time Requirements

Standardized Procedures General Guidelines Standardized Procedures AKA ?

Scoring the TGMD-2 Standard scoring criteria

Test scores & interpretations Raw scores – 48 possible points for each subtest Percentile rank Subtest standard scores

GMQ – What is the “gross motor quotient?” Age equivalents (new, 2000)

Motor Assessments Peabody Developmental Motor Scales (PDMS-2) (2000) Bruininks-Oseretsky Test of Motor Proficiency (Revised, 2006) Developmental Sequence of FMS Inventory Movement Assessment Battery for Children ETC.