1. Assessment What is it? Collection of relevant information for the purpose of making reliable curricular decisions and discriminations among students (Gallahue, 1993)

2. Definition # 2 “ Assessment is an important aspect of any sound physical education program because it helps teachers measure students’ current levels of ability, students’ progress, and their own teaching effectiveness.” (Gallahue & Cleland-Donnelly, 2003, p.282)

3. Why assess motor skills ?

4. What variables do you assess? Determined by your goals and objectives, which relate to your topic of instruction

5. Instrument Selection Review what’s available Which instrument meets your needs? Is it Valid? Reliable? Objective?

6. Test Feasibility Amount of time it takes to administer? Do you have the expertise? Supplies? Equipment? Can you interpret the results?

7. Preparing Students (not “teaching to the test”) Testing Environment

8. Instructor Knowledge Do you have what you need to give this test? Can you follow test protocol? Score sheets? Have you piloted the test?

9. Interpreting Results How well did the students do? “Measures of Central Tendency”

10. Class testing: skills testing, cognitive testing, physical fitness testing Common for general physical education teachers Individual student testing: Uncommon for general physical education teachers UNLESS –the GPE is responsible for adapted physical education placement decisions in their school

11. Types of Instruments Norm Referenced: Quantitative Easy to administer Comparisons

12. Types of Instruments Criterion Referenced Qualitative Process versus product Comparison against a level of “mastery.”

13. The Test of Gross Motor Development - 2 Dale A. Ulrich, Ph.D. University of Michigan

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

15. Uses of the TGMD-2 ID of children Program planning Assess individual St. progress Evaluate the PE program Research

16. Criteria for Evaluation What do you notice about the equipment requirements? What skills/knowledge base does the teacher need to have in order to execute this test?

17. Test Administration & Scoring Examiner Competency Time Requirements General Guidelines Standardized Procedures –AKA ?

18. Standard scoring criteria Two trials scored Focus on observation of criteria “1” = performed correctly “0” = does not perform

19. Test scores & interpretations Raw scores – 48 possible points for each subtest Percentile rank Subtest standard scores GMQ- composite of results from the 2 subtests Age equivalent

20. GMQ: > 130 = Very Superior 121-130= Superior 111-120= Above Average 90-110 = Average 80-89 = Below Average 70-79 = Poor < 70 = Very Poor