Chapter 5 Program Focus and Assessment 5 Program Focus and Assessment C H A P T E R

Purposes of Assessment Legal requirements (IDEA) Screening Support decisions Planning and instruction Progress Sport classification

Test Characteristics Is the test appropriate for the purpose? Is the test valid and reliable for the individual performance being assessed? Is the test sensitive enough to detect changes in performance? Is the test safe for the participant?

Assessment Considerations: Administration of Tests Ease of administration Cost and time Individual vs. group Purpose of assessment Relationship of test content to learning Age and population Norms

Assessment Considerations: Practitioner Skills Knowledge and experience with tool Knowledge of student or participant Knowledge of context and learning environment Curriculum knowledge

Assessment Considerations: Individual Age Time of day General health Medication Interest Motivation level Previous experience Language

What Person-Related Factors Will Influence the Validity of This Assessment?

How Might You Use Assessment for This Individual?

Assessment Strategies Formal assessment tool Informal assessment tool Norm-referenced tests Criterion-referenced tests Authentic assessment

Table 5.4

Informal Interview

Sample Rubric

Table 5.11

Assessment Across the Life Span AgesFocus Infant and toddlersSpontaneous movements, reflexes, motor milestones Early childhood pre-KFundamental motor skills, orientation skills, locomotor and object control skills, play skills, water readiness Elementary ageLocomotor skills, nonlocomotor skills, object-control skills, movement concepts, rhythm and dance, aquatics, fitness, leisure activities AdolescentsSport-related skills, fitness, leisure activities, aquatics, activities of daily living, dance AdultsLeisure activities, fitness, activities of daily living, aquatics, sport skills, mobility, balance