Lecture 4: Measurement & Assessment Flashcards
Lecture 4:
Define Testing
Use of instruments, protocols, or techniques to measure a quantity or quality of properties/attributes of interets
Letcure 4:
Define measurement
The result of the testing
Lecture 4:
Define Assessment/Evaluation
Interpreting the measurement data & making judgements by comparing with predetermined criteria
Lecture 4:
What are the 2 General Categories of Testing Approaches?
1.) Standardized Approaches (eg; beep test, sit & reach, 12-min run, etc)
2.) Alternative Approaches
Lecture 4:
What are Norm-Referenced Standards?
Comparisons made with others from specifically defined group (age, sex, disability, etc)
- Norms usually developed by testing large #’s & results arranged
- eg; Percentiles, T/Z-scores, IQ tests, etc
*above & below average are the types of judgements made
Lecture 4:
What are Criterion-Referenced Standards?
Comparisons made with predetermined mastery scores (minimally acceptable scores for particular purpose)
- criteria determines by expert opinion, research, logic, experience, etc
- eg; FMS composite score & each movement pattern score
- *meets standard & does not meet standard are the judgements made
Lecture 4:
When discussing testing styles, What are Standardized Approaches?
Typically include published tests that follow specific directions/instructions for test administration to ensure validity/reliability (test are same every time)
- generalized standards provided to make judgements *may be inappropriate for those with disabilities as not applicable
Lecture 4:
When discussing testing styles, What are Alternative Approaches?
Strong link between assessment & instruction (what you’re teaching at that time)
- often teacher constructed to meet content
- authentically strong but psychometrically weak as rely on subjective evaluation
*eg; checklists, rubrics, task analyses, & portfolios
Lecture 4:
When discussing Alternative testing Approaches, What are Checklists & when are they used?
Used with a specific skill/series of skills to identify presence or absense of skill
- does not indicate quality of behavior
*simply can you do it or not
Lecture 4:
When discussing Alternative testing Approaches, What are Rubrics & when are they used?
Rubrics match students skill performance to one of the multiple levels of set criteria
- allows students to see where they stand & how they can improve
- eg; quantitative & qualitative analytic rating scales
Lecture 4:
When discussing Alternative testing Approaches, What are Task Analyses & when are they used?
Task Analyses break skills into smaller, sequentially ordered steps
- when used for assessment; missing components are identified & strategy for teaching is revealed
Lecture 4:
What is an example of a Task Analysis for Throwing a ball?
1.) Side on stance.
2.) Throwing arm extended behind the body with elbow flex of approx. 90 degrees.
3.) Steps forward onto the opposite foot.
4.) After foot contact, the hips and upper body rotate.
5.) Rapid shoulder rotation, elbow extension and wrist is flexed or snapped
6.) Follow through down and across the body
Lecture 4:
When discussing Alternative testing Approaches, What are Portfolios & when are they used?
A collection of student work/performance such as; videos/pictures, results, peer evaluations, PA logs etc
- multiple assessments on many occasions shows progress
Lecture 4:
When discussing Portfolios, what 3 domains of behaviour should they reflect?
1.) cognitive
2.) affective
3.) psychomotor
Lecture 4:
What are the pros & cons of Standardized vs Alternative Testing Approaches?
-Standardized = more objective & less subjective bias
- Alternative = subjective observation that’s reliant more on “real life”
*combining both captures some objectivity & real-world usefulness of alternative strategies
Lecture 4:
What are 5 key things to assess in Adapter PE?
1.) Physical & Motor Fitness
2.) Fundamental motor skills/patterns
3.) Aquatics, dance, & individual/group game skills
4.) Minimally test physical fitness & motor skills
5.) Affective skills may also be assessed in authentic settings
Lecture 4:
What are the Peabody Developmental Motor Scales?
- purpose, description, scoring, & comment
1.) Purpose = assess fine & gross motor development of children (0-5yrs)
2.) Description = 249 test items across 6 categories & age levels (mostly development milestones)
3.) Scoring = motor quotients for gross, fine, & total
4.) Comment = normative data is available to compare to
Lecture 4:
What is the “Test of Gross Motor Development-3” test?
- purpose, descriptions, scoring, & comment?
1.) Purpose = test fundamental movement patterns in preschool & early elementary (emphasis on process rather than than product)
2.) Description = 13 skills tested within locomotor & ball skills
3.) Scoring = based on focal points for each skill
4.) Comment = criterion-based scores compared to normal-standards
Lecture 4:
What is the PLAYfun Assessment?
Assessment of key movemnt skills like; running, locomotion, object control (upper & lower body), balance, stability, & body control
- 18 tasks for child’s physical abilities
Lecture 4:
When discussing the PLAYfun Assessment, how is it graded?
each ability graded on 4pt rubric with following categories:
- initial, emerging, competent, & proficient
Lecture 4:
What is the “Sport Skills Program Guides” way of testing?
- purpose, description, scoring, & comment?
1.) Purpose = helps with assessment & instruction of sport for disabilities (ages 8+)
2.) Description = task-analyzed assessments for 38 sports
3.) Scoring = focal points checked off once proper technique demonstrated
4.) Comment = used by special olympics & authentically strong but no validity/reliabilty reported
Lecture 4:
What is the Modified Fitness Test for the Special Olympics Fitness Assessment?
- Endurance = 6min walk with 2 variations (6-min run or 6-min wheelchair push)
- Speed = 10m agility shuffle
- Power = SLJ
- Balance = single leg stance (eyes open or closed)
- Muscular strength = hand grip, 1RM curl, timed sit-to-stand, max reps push up, isometric/seated push up
Lecture 4:
What is the Purpose of the BrockPort Physical Fitness Test?
To assess health-related fitness of young people with certain disabilities (age 10-17)
Lecture 4:
Describe the BrockPort Physical Fitness Test
4-6 test items selected from 27 options based on personalized approach
Lecture 4:
What is the Scoring Method used for the BrockPort Physical Fitness Test?
Scores compared with criterion-references standards based on gender, age & sometimes disability
Lecture 4:
What are some tests used for older adults?
- activity specific balance confidence scale
- berg balance scale
- timed up & go
- mobility screens
- strength-manual muscle testing
- FMS for those participating in spore or higher fitness activities
lecture 4:
What is the purpose of the Activities-Specific Balance Confidence Scale?
Measures one’s confidence in performing ambulatory activities without falling or becoming unsteady
- accurately measure of fall risk for this with strokes, MS, Parkinson’s, or neuropathy conditions
lecture 4:
What are the scoring methods of the Activities-Specific Balance Confidence Scale?
- below 50% = low level of physical functioning
- 50-80% = moderate level of physical functioning
- 80%+ = high level of physical functioning
*under 67% =0.67 older adults at risk of falling
Lecture 4:
What is the objective of the Berg Balance Scale?
To measure ability to balance safely during functional tasks
- 14 tasks with a 5-point scale (0 = low & 4 =highest)
Lecture 4:
What do the scores reflect on the Berg Balance Scale?
Total score 56 = functional balance
- <45 = greater fall risk
- <or= 49 increased risk of falls in individuals with stroke
Lecture 4:
What is the Timed Up & Go (TUG) test for seniors?
Participants start sitting & is timed (seconds) to stand, walk 3m, turn & return to seated position
Lecture 4:
What do the times reflect in the Timed Up & Go (TUG) test for seniors?
- 10s or less = normal
- 11-20s = good mobility (can go out alone & mobile without gait aid)
- 21-30s = problems & cannot go out alone (requires gait aid)
- any score of 14s or more indicates high fall risk
Lecture 4:
What is the Functional Movement Screen?
7 movement patterns & 4 MSK clearing tests
- individual in extreme positions to expose movement deficits when stability/mobility is lacking
- poor scores = compensations being used
- can use with all ages
Lecture 4:
What do the scores of the Functional Movement Screen represent?
- Score 0 = clients have pain & should refer to health care professional
- Score 1 = risk of harm if load & repeat movement pattern
- Score 2 = can do movement almost correctly
- Score 3 = absolutely perfect (rare)
*goal is to correct movement patterns to allow safe PA
