1. Process of measurement, evaluation, identification, and prescription.
Assessment
Ch 1 & 2
Process of measurement, evaluation, identification, and prescription.
“MEIP”

2. Assessment Measurement The collection of information
Testing and recording information
To quantify - the assigning of a number to a performance or an attribute
(qualitative = quality “good, bad” no numbers)

3. Assessment Evaluation The use of measurements in making a decision
Interpretation / giving meaning
A judgment……
Superstar!

4. Assessment Evaluation Types (based on timing) Summative Evaluation
Takes place after the completion of the unit, program, etc.
Used to show final outcome for that period

5. Assessment Evaluation Types (based on timing) Formative Evaluation
Takes place during the the unit, program, etc.
Used to determine progress toward ultimate goal
Key to addressing problems and correcting them as they occur
Valuable tool for “feedback”

6. Assessment Evaluation Standards Norm-Referenced Standards
Individual’s performance is compared to the performance of a specific group
Problem: group can vary over time
Example: Growth charts for height and weight

7. Assessment Evaluation Standards Criterion-Referenced Standard
Individual’s performance is compared to a defined level of performance
The criterion typically will not change over time
Example:

8. Assessment Identification Find problem areas or weaknesses
Find strengths

9. Assessment Prescription Establish intervention
Best course of action to make improvements
Based on identified strengths/weaknesses

10. What Results From Assessment?

11. Specific Outcomes From Assessment
Diagnosis
Individual status
Ability level
Fitness level

12. Specific Outcomes From Assessment
Placement / Classification
Status compared to others
For grouping purposes
Prevents overwhelming or underwhelming participants

13. Specific Outcomes From Assessment
Prediction
“See into the future”
Unknown from known
Future performance from current status

14. Specific Outcomes From Assessment
Achievement
Documented progress
Reaching benchmarks
Reaching identified goals

15. Specific Outcomes From Assessment
Motivation
Encouragement
Goal achievement
Pride or status associated with reaching benchmark

16. Specific Outcomes From Assessment
Program Effectiveness
Progress by clientele shows program’s ability
If the client doesn’t improve, was it their own fault or was the program ineffective?

17. Speaking of Your Program……
Got Plans?
Do you know they’ll work?
How can you find out if they do work?

18. Program Development Basic Steps:
Program Philosophy
Basis for action
Program Goals
Global - realistic
Specific - measurable
Planning Program Activities
Directly linked to specific goals
Logical progression

19. Program Development Basic Steps:
Program Delivery (examples)
Units to lessons
Macrocycles to microcycles to workouts
Program Evaluation
Formative
Summative

20. Summary Learning is behavior change (FACTS)
Teaching is facilitating learning
Process of assessment is four-fold (MEIP)
Outcome of assessment is six-fold (diagnosis, placement, prediction, achievement, motivation, program effectiveness)
Program development has 5 steps

21. Questions?

22. End Ch 1 & 2