1. Assessment, the IEP, and the Accommodation Plan
Chapter 6

2. Introduction Foundation of direct service delivery
Key to good teaching
Determining factor in empowerment

3. Definition of Key Terms
Measurement
Evaluation
Assessment
Educational assessment

4. Legislative Basis of Some Assessment Practices
IDEA
Disability adversely affects physical education
Development of IEP
Funds available
504
Disability does not adversely affect physical education performance
No IEP required
No funds available

5. Recent Changes in Assessment
Substituting educational for medical terminology and practices
Increasing interest in ecological assessment
Broadening the placement concept
Implementing ongoing standards-based reform
Innovation of new practices
Use of 504 to determine eligibility for PE

6. Recent Changes in Assessment
Goals 2000: Educate America Act of 1994 and IDEA 1997
Participation of students with disabilities in standards testing or justification in IEP for not participating
Accommodations and modifications tried and documented before separate placement
Alternate assessment when accommodations cannot be made
Alternative assessment - differs from multiple-choice, essay, and performance tests

7. Purposes of Physical Education/Activity Assessment
Screening and referral decisions
Eligibility and programming decisions
Day-to-day teaching decisions
Student progress and feedback decisions
Sport classification decisions

8. Screening and Referral Decisions
Determine who needs a referral for further testing
Routine screening at beginning of year
Collaboration between general physical education and adapted physical education
May include input from the parents
Permission for further testing

9. Eligibility and Programming Decisions
Comprehensive assessment
Results documented as a Full Individual Evaluation (FIE)
Present level of performance in all areas included in definition of physical education
Determine discrepancy with peer group
Determine programming and service needs and establish goals and objectives

10. Day-to-Day Teaching Decisions
Assist in determining individual adaptations
Acquaintance with student’s needs and interests to plan best lessons and units
Continuous assessment throughout year to assess progress

11. Student Progress and Feedback Decisions
Grading related to goals and objectives
Large-scale assessment does not exist in most states for physical education
Which tests for students with disabilities
Grading - often related to participation, dressing, and effort as opposed to content-oriented goals and objectives

12. Sport Classification Decisions
Classify with others of similar functional capacity
Determining fairness for competition
Utilize a set of criteria or a profile to determine class
NDSA - utilized for a wide range of disabilities

13. Norm-, Criterion-, and Content-Referenced Tests
IDEA requires use of formal protocol for assessments used in the IEP process
Validated for the specific purpose for which they are used
Administrator must document training and skill in protocol used
Administered in native language
More than one procedure is used

14. Norm-Referenced Tests
Statistics describe group performance and enable comparisons by age and gender
Various kinds of norms
Percentiles
Standard scores
Age equivalents
IEP decisions are based on norms for general education students

15. Criterion-Referenced Tests
Measure mastery learning and/or assess achievement of developmental milestones, mature movement patterns, and minimal fitness levels
Data is pass/fail rather than numbers
Emphasis on process rather than product
Criteria can be written as task analysis

16. Content-Referenced Tests
Teacher-made tests designed to measure what is being taught
Assess where a student fails related to a continuum
Change to criterion-referenced when a designated score is required to pass
Used in curriculum-embedded instruction

17. Formal Assessment Instruments Most Commonly Used
Test of Gross Motor Development-2
Bruininks-Oseretsky Test of Motor Proficiency Short Form
Adapted Physical Education Assessment Scale
Brigance Diagnostic Inventory of Early Development
Brockport Physical Fitness Test

18. Ecological Assessment
Addresses person-environment-activity interactions
Surveying the environment
Analyzing the task/activity
Assessing the individual’s goodness of fit and success in the environment
Ecological survey - checklist or rating type instrument

19. Assessment in Natural Environments
Ecological assessment typically use natural environments
Use home, school, and community settings where physical activity takes place
Knowledge of how to play, like play, or have language and motor skills to play
Assessment of social interactions

20. Assessment of Play and Game Concepts
Developmental delays in several areas related to play
Cognitive development
Understanding of game and sport rules
Social maturation
Piaget’s cognitive-developmental theory

21. Sensorimotor Performances (Ages 0 to 2)
Sensorimotor mental operations
Acquisition of inner language
Primitive reflexes integrated so that voluntary purposive movements can occur
Sensorimotor integration, beginning locomotor and object control patterns, emergence of thought and social play behaviors

22. Preoperational Performances (Ages 2 to 7)
Preoperational mental operations
Acquisition of receptive and expressive language
Parallel, associative, and cooperative play skills
Perceptual or perceptual-motor
Attention and memory capabilities
Preferred sensory modalities

23. Concrete Mental Operations (Ages 7 to 11)
Assessment of game concepts
Social competence and inclusion by peers
Moral development
Memory for sequences increases
Affected by body composition, height, and weight, motor skills, and fitness

24. Formal Mental Operations (Ages 11 and Up)
Involve understanding, application, and creation of formal thought structures
Assessment - discussion of abstractions
Attribution analysis - examine cause-effect relationships

25. Sherrill Holistic Assessment Survey
Examination of the whole person in relation to physical education competencies
Assessments should include formal play as well as structured games and sports
Sequence of milestones/tasks is uniform but rate of development varies
Compare findings with chronological age

26. Assessment of Responsivity
Observation of responsivity to stimuli
Hyper - over, above, too much
Average
Hypo - under, too little
Fluctuating - inconsistent or labile
Environmental adaptations may be needed
Responsivity disorders - inattention, impulsivity, and hyperactivity

27. Planning Assessment Establish specific purpose
Screening and referral
Diagnosis and placement
Instruction and student progress
Sport classification
Relating assessment to goals and variables
Relate to goals of the school system and/or teacher

28. Planning Assessment Using criteria to select instruments
Validity - extent to which a test measures what it is supposed to measure
Content, criterion, construct validity
Reliability
Stability of performance over several trials
Internal consistency - consistent responses
Objectivity - similar ratings across observers

29. Planning Assessment Reviewing available instruments
Purpose, age range, validity, reliability, and objectivity of a variety of instruments
Mental Measurements Yearbook
Selecting instruments
High validity and reliability
Items from different sources changes validity and reliability

30. Planning Assessment Determining the setting
Depends on purpose
Which setting will elicit the best performance
Determining environmental factors
Factors that affect student
Factors that affect test administrator
Accommodations may be used during IEP-oriented assessment

31. Formal Test Administration Procedures
Document formal training and competence
Team approach
Native language
Input from parents
More than one test
IDEA and 504 requirements

32. Formal Test Administration Procedures
Focus on functional competence
Competences in several contexts
Frequent administration
Videotape test performance
Recording keeping
Avoid bias
Develop rapport with test administrators
Minimize test anxiety

33. TGMD-2 and BOTMP Philosophies
TGMD-2 - assesses qualitative performance of 12 fundamental gross motor skills
BOTMP - measures underlying abilities that are predictive of motor skills performance and physical education success

34. Test of Gross Motor Development (TGMD-2)
Validated for ages 3 to 10
Provides criteria for assessing 12 test items
Run, gallop, hop, leap, horizontal jump, slide
Two-hand strike, stationary dribble, catch, kick, overhand throw, underhand roll
Clear and short directions
Pass/fail for each criterion

35. Bruininks-Oseretsky Test of Motor Proficiency
Specific abilities measured
Running speed and agility, balance, bilateral coordination, strength, upper-limb coordination, response speed, visual-motor control, upper-limb speed and dexterity
Test manual and special training needed to use this instrument
Decision to use long or short form

36. Widely Used Tests Without Norms
Competency Test for Adapted Physical Education
Brockport Physical Fitness Test
Project MOBILITEE
Sports Skills Program Guides (Special Olympics)
ACTIVITYGRAM
Milani-Comparetti Test

37. Interpreting Data and Recommending Services
Interpretation and writing results
Statistics and computer competencies
Understanding normal curve theory

38. Normal Curve Theory
Shows statistically how persons will place when tested
Based on laws of chance
Equal number of persons score in areas above and below the center point
Basis for placement
Aid with interpretation of real scores

39. Normal Curve Theory Mean, median, and mode Standard deviations
Applications
Standard scores (z and T conversions)
Conversions
Norms

40. Assessing Students With Severe Disabilities
Assessment challenging
Standardized instruments may not be appropriate
Establish rapport - mirroring movement
Obtain background information
Establish a list of questions to guide assessment
Criterion-referenced generally better than using norm-referenced instruments

41. Rubrics
Criteria used to specify the elements of performance that can be used to determine strengths and weakness
Various uses
Evaluate performance
Checklist for screening
Informal assessment
Programming

42. Parts of the IEP P - Performance, present level
A - Annual measurable goals, including short-term objectives
S - Services, supports and adaptations to be provided
T - Transition services
D - Dates and duration
E - Evaluation to determine whether objectives are achieved

43. Parts of the IEP Individualized Physical Education Program (IPEP)
Not required by IDEA but used to supplement material on the IEP
General PE should be documented on the IEP
Support services for general PE should be documented on the IEP
Conditions believed necessary for learning to occur in general PE should be documented on the IEP
IPEP could also include all of this information
Beneficial in determining programming

44. Helping Students Develop IEPs/IPEPs
Preparation for students throughout the year
Read, study, recommend changes
Benefits
Learning how to speak for themselves
Developing some of the skills necessary for self-determination and independent decision making
Understanding assessment, performing personal best
Learning about strength and weakness and how these relate to goals, objectives, and prescribed activities