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 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

4. Legal mandates for determining the present level of performance
Due Process must be followed

5. What variables should be assessed in APE?

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

7. 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

8. 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
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9. 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

10. 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

11. 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

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

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

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

15. 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

16. 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?

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

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

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

20. 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

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

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

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

24. General Guidelines
Standardized Procedures –AKA ?

25. 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

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

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

28. Descriptive Ratings for TGMD-2
GMQ Descriptive Rating
> Very Superior
Superior
Above Average
Average
Below Average
Poor
<70 Very Poor

29. 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.