1. Assessment

2. 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).

3. Purposes of Assessment
Identify
Diagnose
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

4. Legal mandates for determining the present level of performance
Due process

5. What variables should be assessed in APE?

6. Types of Assessment
Formal
Informal

7. On a piece of paper with your ID #, please translate the following statement:
“Un estilo de vida saludable es tu derecho.”

8. 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 .

9. The Assessment Process
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
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10. 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

11. Authentic Assessment

12. Test Categories Normative-referenced Criterion-referenced
Content-referenced

13. Test Selection Considerations.

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

15. Test Feasibility

16. Testing Guidelines Become familiar with the test Use ‘crib notes’
Well lighted, comfortable environment
Carefully planned placement of equipment
Midmorning or midafternoon (if possible)
Establish rapport with the student
Follow protocol of test .

17. Organizing Results .

18. Reporting Results Accentuate the positive about the student
Describe strengths and areas for improvement
Report subtest scores and include a narrative describing how the student executed test items
Include information from informal testing and conversations with the student, parent, general physical educator, and/or related service personnel
Include conclusions and recommendations

19. Qualifying Criteria .

20. TGMD-2 (Ulrich, 2000)
Purpose
Description

21. Uses of the TGMD ID of children Program planning
Assess individual St. progress
Evaluate PE program
Research

22. Test administration Examiner Competency
What specific skills does the examiner need to possess to successfully administer this test?
Time Requirements

23. Standardized Procedures
General Guidelines
Standardized Procedures
AKA ?

24. Scoring the TGMD-2
Standard scoring criteria

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

26. GMQ – What is the “gross motor quotient?”
Age equivalents (new, 2000)

27. 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.