Ch5, and Burton ch 5 and 13 Flashcards
Step one: assessment process
- Identification decisions
- Screening
- Qualifications
- Placement decisions
- Physical edu meeds identified
- How needs interface with goals of general physical edu
- Is GPE curriculum appropriate
- Instructional decisions:
- What objectives are targeted
- Pre assessment activities
- Learn characteristics of the individual
- Context expected to learn - target instructional content
- Identify assessment instrument to measure this content.
6 steps in assessment process
- Identify the type of decision that needs to be made
- Understand the unique attributes and needs of the child.
- Identify the dimensions of physical education that need to be evaluated.
- Select or create an appropriate assessment instrument to match the decision to be made.
- Learn and administer the instrument so that valid and reliable data are collected.
- Interpret the assessment data collected and make an appropriate decision.
Step2 assessment process
- Understand unique attributes and needs of the child.
- Communication
- Cognitive
- Physical and motor - limitations and as strive devices
- Social and behavioral
- Medical
Step 3 assessment process
- Identify the dimensions of physical education that need to be evaluated.
- What aspects are we looking at the eval and that way we pick an appropriate assessment.
- I.e. fitness,skill, strategy, knowledge, etc…
Step 4 assessment process
- Select the appropriate tool or create one.
- What decision
- Type of decision
- What needs to be evaled
- Reference standards needed
- Type of administration
- Type of data needed
- Equip and space needed
- Validity, reliability and objectivity
- Appropriateness of norms.
Step 5 assessment process
-Learn and administer the instrument so that valid and reliable data are collected.
-Review test
-Practice using instrument
-Set up equip in advance
-I’d best place to stand nd observe
-Choose appropriate organizational format
Method or record data
Remove distractions.
Pg 70-71 rules***
Step 6 assessment process
- Look at and analyze the results and make decisions we need to make after looking at the results. Write a report.
- Look at whole child in the context of setting and the decision they are making.
- Use common sense when scored are inconsistent. What does this mean?
- Can instructional needs be met.
Curriculum- based eval
- involves comparing the performance of a child with a disability on the GPE curriculum
- objectives against the performance of the other students in the target placement.
Identification decision
- Involve determining whether a students performance warrants special consideration
- can further be divided into screening and qualification decisions.
Screening decisions
- less formal
- identify any person who may have a problem and then follow up on initial screening with more formal assessments.
Qualification decisions.
- more formal
- standardized instruments as the norm
- 1) established eligibility criteria
2) . The assessment instrument used must provide comparative standards such as the norms.
Placement decisions
- after a child is identified to qualify for services
- next step is to find the most appropriate and least restrictive environment in which their physical education needs to be addressed.
Instructional decisions
- once child is placed
- involve determining what objectives are targeted for instructions
- which learning and behavioral characteristics should be considered when delivering instructions.
- and how children should be grouped.
Validity
- is the instrument valid?
- an instrument must be valid for a given child’s disability.
Reliability
- is it reliable
- reliability issues can usually be addressed with training.
