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 developmental delays Diagnose nature of the delay 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 must be followed

What variables should be assessed in APE?

Types of Assessment Formal Informal Gross motor development tests, skill and/or motor proficiency tests, physical fitness tests Informal Checklists, rubrics, activities, observations

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

Assessment Process at a Glance 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 Testing in the natural environment in which the skills will be used Provides a picture of skill performance under the influence of constraints

Test Categories Normative-referenced Criterion-referenced Compares performance to that of others of the same age and gender Criterion-referenced Evaluates students ability to complete a task based on set criteria

Test Selection Considerations Need for standardized test Adequacy of test standardization Administrative feasibility Student’s type of disability

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

Test Feasibility Cost Equipment Purpose of the test Time Do you have the expertise? To administer? Interpret results? Individual or group administration

Testing Guidelines For APE Evaluation Become familiar with the test Use ‘crib notes’ Well lighted, comfortable environment Carefully planned placement of equipment Efficient use of time Mid-morning or mid-afternoon (not always possible) Establish rapport with the student Student’s native language Allow repeat trials if permitted/needed

Organizing Results Make notes/comments immediately after giving the assessment Interpret results shortly after testing Interpreting results How did the student(s) do? Mean? Median? Mode?

Reporting Results To Parents Accentuate the positive about the student Describe strengths and areas for improvement Report subtest scores Use general terms

Include information from informal testing: conversations with the student parent general physical educator and/or related service personnel Include conclusions and recommendations

Qualifying Criteria When determining special education placements, age related results are required by law e.g. age equivalents Qualifying criteria varies by school district

Common guidelines for placement Beyond one standardization below the mean Below the 25th percentile Below one year for the age of the student common guidelines

TGMD-2 ( Ulrich, 2000) Purpose Description 2 subtests 12 gross motor skills Children 3- 10 years

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

General Guidelines Standardized Procedures –AKA ?

Scoring the TGMD-2 Two trials scored Focus on observation of criteria Standard scoring criteria Two trials scored Focus on observation of criteria “1” = performed correctly “0” = does not perform

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

GMQ – What is the “gross motor quotient?” Composite of results from the 2 subtests Age equivalent (new, 2000)

Descriptive Ratings for TGMD-2 GMQ Descriptive Rating >130 Very Superior 121-130 Superior 111-120 Above Average 90-110 Average 80-89 Below Average 70-79 Poor <70 Very Poor

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.