1. Chapter 4 Measurement, Assessment, and Program Evaluation 4 Measurement, Assessment, and Program Evaluation Manny Felix and Garth Tymeson C H A P T E R

2. Measurement, Assessment, and Program Evaluation Common assessment strategies Standardized approaches Alternative approaches

3. Standardized Approaches Usually published tests Limited selection of test items Specific directions for administration Usually known validity and reliability Standards provided to make judgments about student test performance

4. Norm-Referenced Standards Comparisons are made with others from a specifically defined group (e.g., age, sex, disability). Norms are usually developed by testing large numbers, and results are tabulated. Percentiles, etc (continued)

5. Norm-Referenced Standards (continued) Above average and below average are the types of judgments made. IQ tests and older physical education tests are examples.

6. Alternative Approaches Link assessment to instruction. Have day-to-day applicability. Often teacher constructed for specific situations or physical education content. Checklists, rubrics, task analyses, and portfolios are examples.

7. Checklist Identifies presence or absence of behavior or skill. Does not indicate the quality of behavior. Helpful when using task-analytic or ecological approaches. Use with a specific skill or series of skills.

8. Rubric In this type of rating scale, a student’s performance is matched to one of multiple levels of a skill via a set of criteria. Students know where they stand and what needs to be done for improvement.

9. Standardized Versus Alternative Generally use both. Give preference to standardized for unique need questions. Give preference to alternative when devising instructional strategies.

10. Determination of Unique Need Low motor development Low motor skill performance Low health-related physical fitness (continued)

11. Other Factors to Consider in Determining Unique Need Behavior Communication Need for adapted physical education Need for safe participation Medical condition or disability Potential for intramural and interscholastic athletic experiences

12. Program Evaluation Increasingly important to demonstrate that an instructional program is good, not merely claim it is good. Requires that program goals be clearly articulated and see if goals are met. Program goal should include a criteria Student data evaluate the program goal.