Chapter 4 Measurement, Assessment, and Program Evaluation

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Chapter 4 Measurement, Assessment, and Program
Evaluation
C H A P T E R
4
Measurement, Assessment, and Program Evaluation
Manny Felix and Garth Tymeson
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Measurement, Assessment, and Program Evaluation

• Common assessment strategies
• Standardized approaches
• Alternative approaches

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Standardized Approaches

• Usually published tests
• Limited selection of test items
• Specific directions for administration
• Usually known validity and reliability
• Generally strong psychometrically but weak
  authentically
• Standards provided to make judgments about
  student test performance

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Standards

• Norm referenced
• Criterion referenced

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Norm-Referenced Standards

• Comparisons are made with others from a
  specifically defined group (e.g., age, sex,
  disability).
• Norms are usually developed by testing large
  numbers, and results are tabulated.
• Percentiles, T-scores, and z-scores are used.
• (continued)

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Norm-Referenced Standards (continued)

• Above average and below average are the types of
  judgments made.
• IQ tests and older physical education tests are
  examples.

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Criterion-Referenced Standards

• Comparisons are made with predetermined mastery
  scores (minimally acceptable scores for a
  particular purpose).
• Criteria are determined by expert opinion,
  research data, logic, experience, and so on.
• (continued)

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Criterion-Referenced Standards (continued)

• Competent (meets standard) and noncompetent (does
  not meet standards) are the types of judgments
  made.
• Fitnessgram is an example.

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Alternative Approaches

• Link assessment to instruction.
• Have day-to-day applicability.
• Often teacher constructed for specific situations
  or physical education content.
• Strong authentically but weak psychometrically
  (premium on subjective evaluation).
• Checklists, rubrics, task analyses, and
  portfolios are examples.

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Checklist

• Identifies presence or absence of behavior or
  skill.
• Does not indicate the quality of behavior.
• Helpful when using task-analytic or ecological
  approaches.
• Use with a specific skill or series of skills.

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Rubric

• In this type of rating scale, a students
  performance is matched to one of multiple levels
  of a skill via a set of criteria.
• Students know where they stand and what needs to
  be done for improvement.
• Works well with IEPs If PLP 2, then
  short-term objectives 3 or 4 (or certain
  aspects of 3 or 4).

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Task Analysis

• Many types exist, but all involve breaking skills
  down into smaller, perhaps sequentially ordered,
  steps or focal points.
• When used as an assessment instrument, missing
  components are identified, and a strategy for
  teaching is revealed.
• It can be expanded for use in ecological
  assessment (including functional and top-down
  approaches).

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Portfolio

• A collection of representative student work
• Entries videos, test results (standardized and
  alternative), peer evaluations, journals, logs,
  and so on
• Strength multiple assessments on multiple
  occasions

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Standardized Versus Alternative

• Generally use both.
• Give preference to standardized for unique need
  questions.
• IDEA requires valid, reliable, objective, and
  nondiscriminatory testing.
• Give preference to alternative when devising
  instructional strategies.
• Assessment is curriculum embedded.

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Determination of Unique Need

• Low motor development
• Low motor skill performance
• Low health-related physical fitness
• (continued)

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Determination of Unique Need (continued)

• Possible criteria
• lt15th percentile
• gt1 standard deviation below the mean (T lt 40)
• 2-year developmental delay or more
• Fails to meet criterion-referenced standards
• Fails to meet 70 of the competencies in the
  curriculum
• Trial placement recommended for corroboration

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Other Factors to Consider in Determining Unique
Need

• Behavior
• Communication
• Need for adapted physical education
• Need for safe participation
• Medical condition or disability
• Potential for intramural and interscholastic
  athletic experiences

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Meeting State- or District-Wide Testing
Requirements

• All students, including those with disabilities,
  should be incorporated in any state- or
  district-wide assessment programs.
• Many physical education testing programs (e.g.,
  health-related physical fitness) are required by
  districts.
• (continued)

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Meeting State- or District-Wide Testing
Requirements (continued)

• Participation levels include the following
• Use same standardized test.
• Provide appropriate accommodations.
• Provide an alternative test.

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What to Assess in Adapted Physical Education?

• Remember IDEA definition of physical education.
• Physical and motor fitness
• Fundamental motor skills and patterns
• Skills in aquatics, dance, and individual and
  group games and sports (including intramural and
  lifetime sports)
• (continued)

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What to Assess in Adapted Physical Education?
(continued)

• Minimally test physical fitness (or physical
  activity) and motor skills (including reflexes
  and rudimentary, fundamental, and specialized
  skills, as appropriate).
• Affective skills may also be assessed in
  authentic settings.

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Milani-Comparetti

• Purpose to assess motor development, including
  reflexes and reactions, in young children
  (birth-2 years) and children with developmental
  disabilities
• Description 27 total test items 9 test head
  control, body control, and active movements 5
  test primitive reflexes 13 test postural
  reactions
• Scoring age norms for each test are provided
• Comment often administered by therapists

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Peabody Developmental Motor Scales

• Purpose to assess the fine and gross motor
  development of children (birth-5 years)
• Description 249 test items (mostly developmental
  milestones) arranged across six categories and
  age levels
• Scoring gross motor quotient, fine motor
  quotient, and total motor quotient
• Comment normative data available

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Test of Gross Motor Development

• Purpose to test fundamental movement patterns in
  preschool and early elementary children with
  emphasis on process rather than product of
  performance
• Description 12 patterns tested within locomotor
  and object-control subtests
• Scoring based on focal points listed for each
  pattern
• Comment criterion-based scores compared with
  norm-referenced standards

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Sport Skills Program Guides

• Purpose to assist in the assessment and
  instruction of sport skills for people with
  disabilities (aged 8 and beyond)
• Description task-analyzed assessments available
  for 29 sports
• Scoring focal points checked off as athletes
  demonstrate correct techniques
• Comment used by Special Olympics strong
  authentically but no validity or reliability
  reported

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Brockport Physical Fitness Test

• Purpose to assess the health-related fitness of
  young people (aged 10-17) with certain
  disabilities
• Description typically 4 to 6 test items selected
  from 27 possibilities based on a personalized
  approach
• Scoring test scores compared with
  criterion-referenced standards based on gender,
  age, and in some cases disability
• Comment closely related to Fitnessgram and
  supported by computer software (Fitness Challenge)

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Activitygram

• Purpose to record, analyze, and save student
  physical activity data and produce reports based
  on the data
• Description computer program prompts students to
  recall previous days physical activity in
  30-minute time blocks
• Scoring total number of minutes of at least
  moderate level of activity for previous 3 days
• Comment good utility for students with
  disabilities (but they may need help recalling or
  entering data)

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Program Evaluation

• Increasingly important to demonstrate that an
  instructional program is good, not merely claim
  it is good.
• Requires that program goals be clearly
  articulated.
• Program goal should include a criterion (e.g.,
  90 of all students will engage in at least 30
  minutes of moderate-level physical activity at
  least 4 days per week).
• Student data are aggregated to evaluate the
  program goal.