Chapter 4 Measurement, Assessment, & Program Evaluation

Assessment in APE? Why do we assess? What do you think is most important to assess?

Standardized Approaches Usually “store bought” tests Usually known validity and reliability Generally strong test-wise but weaker authentically Mainly two approaches:  Norm referenced tests  Criterion referenced tests

Norm-Referenced Assessment “Norms” are developed by testing large numbers of individuals Comparisons are made against other students  Example: President’s Council of Physical Fitness Test (>85 th percentile = presidential, >50 th percentile = national)  Example: “Above average” and “below average”

1. TGMD-2 Purpose: to test fundamental gross motor content frequently taught in preschool and elementary school. Description: 12 patterns are tested Locomotor subset: run, gallop, hop, leap, horizontal jump, and slide. Object Control: striking a stationary ball, stationary dribble, catch, kick, underhand roll, and overhand throw. Scoring is performance criteria listed with each pattern. The criterion scores can be compared to norm-referenced standards (a ka “best of both worlds”) High reliability and validity

1. TGMD-2 If you are looking for a thorough and respected test, this is the one. View example

Criterion-Reference Standards Comparisons are made to predetermined “mastery” scores, not other individuals Example: Fitnessgram  Student scores fall into one of two classifications: healthy fitness zone or needs improvement. See next two slides

2.Brockport Physical Fitness Test Purpose: to assess the health-related fitness of youngsters (aged 10–17) with certain disabilities. Description: typically 4 to 6 test items are selected from 27 possibilities based on a “personalized” approach. Scoring: test scores are compared to criterion- referenced standards based on gender, age, and in some cases disability. Comment: closely related to FITNESSGRAM and supported by computer software. Cheat sheet

Brockport Video  Take notes where you deem appropriate.

3. Observation Usually teacher constructed and based upon observation This is the most common method used in the schools today Why: cost effective and less time consuming Brockport: $180 (manual, CD, video)($32 just manual) TGMD2: $191 (kit) Has day-to-day applicability Strong authentically but weak psychometrically (premium on subjective evaluation) Other methods: rubrics, task analyses, and portfolios

Observation: Rubrics RUBRICS: Includes scoring criteria and level of achievement. These progressions can be used to assess any locomotor and object-control skills. Types of rubrics: 1. Analytic rubric: Breaks down a skill to meet the needs of someone working on mastering a skill. 2. Individual rubric: This rubric is used to meet the individual need of a child. This can be used to address someone with a disability whose needs must be met in a small class setting. This is an excellent procedure to use to meet a child’s IEP goals/objectives.

Observation: Motor Development Checklist This is a progressive checklist for locomotor and object- control skills. Each skill is broken down from simplest to most difficult. As the student performs the assigned task, teacher will check off when a student is able to successfully complete a task.

4. Many Other Tests There are tests designed for nearly every disability normally relating to psychomotor or cognitive performance.

5. No measurement or assessment Teacher fails measure student learning and as a result, has no evidence besides anecdotal observations that a student is improving.  “Hope” method  Cycle of instruction is broken  Real missed opportunity for a population that needs PE more than anyone.

Program Evaluation Increasingly important to demonstrate that instructional program is good, not merely claim it is good. Requires that program pre-intervention assessments, goals, strategies, and mastery assessments be articulated.

Observation Practice Graduating Peter  HBO series  Complete observation form, afterwards write skills/observations on board under each category.