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© 2007 McGraw-Hill Higher Education. All rights reserved.
“Studies suggest that many
physical educators fail to assess
their students’ motor behavior
properly. The major reason for
this is lack of training.”
© 2007 McGraw-Hill Higher Education. All rights reserved.
Why Assess?
• Screening
– To identify needs
– To determine if an individual requires
further testing, additional programming, or
instruction
• Program content
– Plan the content of a particular program
© 2007 McGraw-Hill Higher Education. All rights reserved.
Why Assess?
• Student progress
– Are individuals meeting the course or program objectives?
• Program evaluation
– Is the program meeting the objectives for enhanced skill development?
• Classification
– Placement of individuals by group
© 2007 McGraw-Hill Higher Education. All rights reserved.
An Ideal Test
• Validity
– Test measures what it claims to measure
• Content validity ~ the instrument contains tasks
that measure specific content of interest
– A subjective measure
© 2007 McGraw-Hill Higher Education. All rights reserved.
An Ideal Test
• Reliability
– Consistency of test scores
• Individual scores do not vary significantly from
day to day, assuming there has been no
additional instruction
– Test reliability is the test score’s freedom
from error
– Measured statistically
© 2007 McGraw-Hill Higher Education. All rights reserved.
An Ideal Test
• Objectivity
– Interrater reliability
– Degree of accuracy to which a test is
scored
– Determined statistically
• Statistical determination is performed by
computing a correlation coefficient for
two sets of scores
© 2007 McGraw-Hill Higher Education. All rights reserved.
An Ideal Test
• Correlation coefficient
– A set of ratings compiled by one scorer is
correlated with the scores obtained by a second
scorer
• A correlation coefficient of 0.80 –1.00 is acceptable
• Caution: norms are population specific
– Height of American children should not be
compared with the norms in height for Japanese
children
© 2007 McGraw-Hill Higher Education. All rights reserved.
An Ideal Test
• Test feasibility
– Which test can be administered in the least
amount of time?
– Must you administer the test to a single
student, or can it be administered to
groups?
– Do you have the training and expertise to
administer the test?
© 2007 McGraw-Hill Higher Education. All rights reserved.
Interpreting the
Assessment Data
• Need to have an understanding of
measures of central tendency and
measures of variability
• Measures of central tendency
– Mean – arithmetic average
– Median – 50th percentile
– Mode – score that appears most frequently
© 2007 McGraw-Hill Higher Education. All rights reserved.
Interpreting the
Assessment Data
• Measures of variability
– Describes the spread of scores
• A measure of variability
– Standard deviation – describes the degree
to which the scores vary about the mean of
the distribution
– δ = sigma (standard deviation symbol)
© 2007 McGraw-Hill Higher Education. All rights reserved.
Formal vs. Informal Assessment
• When assessment is performed in an
informal manner, the student is not
generally aware that an observation is
being made
• Playbased assessment
– Children are involved in free play within an
approved area, but in the presence of an
adult facilitator
© 2007 McGraw-Hill Higher Education. All rights reserved.
Sharing Assessment Results
• Share results with parents, fellow teachers, school nurse, other professionals
• Face-to-face communication is the best way to share the written evaluation
• Avoid using complex statistical terms or terms that the lay public would not understand
• Have references available for review and have program suggestions available for parents and other professionals
© 2007 McGraw-Hill Higher Education. All rights reserved.
Types of Assessment Instruments
• Norm-referenced
– Quantitative evaluations designed to compare a
person’s skill and abilities with those of others
from similar age, gender, and socioeconomic
categories
– Also called psychometric instruments
– Bayley Scales of Infant and Toddler Development
III, Gesell Developmental Schedules, Bruininks-
Oseretsky Test of Motor Proficiency, Test of Gross
Motor Development-2
© 2007 McGraw-Hill Higher Education. All rights reserved.
Types of Assessment Instruments
• Criterion-referenced
– These instruments evaluate the “quality” of a person’s performance
– Can determine placement of an individual along the developmental continuum
– Compares and individual to him/herself over time
– Common testing procedures for motor developmentalists
© 2007 McGraw-Hill Higher Education. All rights reserved.
Types of Assessment Instruments
• Product-oriented assessment
– The examiner is more interested in performance outcomes than the technique used to perform the task
– Measures quantitative outcomes • How far
• How many
– Pass-fail system
– Score for each successful completion of a task
© 2007 McGraw-Hill Higher Education. All rights reserved.
Product-vs. Process-Oriented
Assessment
• Process-oriented assessment
– Requires a component approach
• “the identification of developmental
characteristics of body parts within a task”
– Disadvantages
• A comprehensive understanding of
developmental steps and a prolonged period of
study and practice of the techniques is required
– Conducting this type of assessment within
a large school population is questionable
© 2007 McGraw-Hill Higher Education. All rights reserved.
Selected Norm-Referenced (NR)
Instruments
• Areas
1. Personal-social
2. Fine motor adaptive
3. Language
4. Gross motor
• Test sheet is unique
• Scoring: pass-fail, refusal,
no opportunity to observe
grading
• Training aids available
DENVER II
© 2007 McGraw-Hill Higher Education. All rights reserved.
Selected Norm-Referenced (NR)
Instruments
• 4 AREAS of child’s development tested in Denver II
1. Personal-social – Drinking from a cup, removing one’s own garments,
washing and drying hands
2. Fine motor adaptive – Ability to perform tasks as passing a block from hand to
hand, stacking blocks
3. Language – Ability to imitate sounds, name body parts, define words
4. Gross motor – Ability to sit, walk, jump, throw
© 2007 McGraw-Hill Higher Education. All rights reserved.
Selected Process-Oriented
Assessment Instruments
• Test of Gross Motor Development – 2
– Used to identify children between 3.0 and 10.11 years of age who may be significantly behind in gross motor skill development and eligible for special education services
– Locomotor and object-control skills are evaluated
– Normative data stratified by age, geography, gender, race, residence
© 2007 McGraw-Hill Higher Education. All rights reserved.
Assessing the Disabled
• Although individuals with selected
special needs perform behind their
“normal” peers, both groups follow
similar patterns of development
• Most assessment tests are geared to
the “normal” population
• Comparisons using normative data are
inappropriate
© 2007 McGraw-Hill Higher Education. All rights reserved.
Assessing the Disabled
Brigance Diagnostic Inventory of Early Development:
Assessment Categories
1. Preambulatory motor skills
and behaviors
2. Gross motor skills and
behaviors
3. Fine motor skills and
behaviors
4. Self-help skills
5. Prespeech behaviors
6. Speech and language skills
7. General knowledge
and comprehension
8. Readiness skills
9. Basic reading skills
10. Writing skills
11. Math skills
© 2007 McGraw-Hill Higher Education. All rights reserved.
Assessing the Disabled
• I CAN
– Criterion-referenced
– Easy to administer
– Modules include
• Preprimary motor and play skills
• Primary skills
• Sport, leisure, and recreation skills
© 2007 McGraw-Hill Higher Education. All rights reserved.
Assessing Physical Fitness
• Physical-fitness test batteries
– FITNESSGRAM/ACTIVITYGRAM
– President’s Challenge
– National Youth Physical Fitness Program
– National children and Youth fitness Studies
I and II
– Functional Fitness Assessment for Adults
Over 60 Years
– Senior Fitness Test
© 2007 McGraw-Hill Higher Education. All rights reserved.
Assessing Physical Fitness
• FITNESSGRAM
– Aerobic capacity
– Body composition
– Muscular strength
– Muscular endurance
– Flexibility
• ACTIVITYGRAM
– Behaviorally based
physical activity
assessment tool
– Students record
physical activity each
30-min over 3 days
– Determines if activity
guidelines are being
met
© 2007 McGraw-Hill Higher Education. All rights reserved.
Assessing Physical Fitness
• Physical Best program from AAHPERD is an
excellent supplement to the FITNESSGRAM
– A comprehensive health-related fitness education
program
– Includes program materials and an instructional
videotape on test administration
– Special certifications are available from
AAHPERD
© 2007 McGraw-Hill Higher Education. All rights reserved.
Assessing Physical Fitness
• Brockport Physical Fitness Test
– Designed to assess the health-related
fitness of youths 10-17 yrs of age who
have various disabilities
– Criterion-referenced for:
• Visual impairments, spinal cord injuries,
cerebral palsy, congenital anomalies or
amputations
– 27 health-related fitness tests
© 2007 McGraw-Hill Higher Education. All rights reserved.
Assessing Physical Fitness
Awards Offered by the
President’s Challenge Program
1. The Presidential Physical Fitness Award
2. The National Physical Fitness Award
3. The Participant Physical Fitness Award
4. The Health Fitness Award
© 2007 McGraw-Hill Higher Education. All rights reserved.
Assessing Physical Fitness
Functional Fitness Assessment for
Adults Over 60 Years
1. Agility/dynamic balance
2. ½ mile walk (endurance)
3. Test of trunk/leg flexibility (sit and reach)
4. Test of muscular strength/endurance
5. Soda pop coordination