week 11 Flashcards
effective assessment
objective, thoughful of individual goals
- focus on skills and activities for participation
- focus on FUTURE PA participation
should reflect WHO classification
problems w assessment methods
ppl w disabilities are not involved w assessment design
- severe disabiltiies cant be assessed in trad ways
developmental tests don’t include middle/high schoolers
violates validity when for wrong demographic
validity vs reliability
reliability: have consistent results
validity: measures what it’s intended to measure
screening tools
assessments to determine who needs referral for more testing
quick and easy
norm-referenced tools
stat tests, dec performance and compare to peers
administered to thousands of ppl
crtierion-referenced tools
measure performance against criterion of task
mastery and milestones
content-referenced tools
made by teachers to reflect what’s being taught
if all w/in continuum of scores
questions to assess assessment
- is approp for intended purpose
- is reliable and valid
- can test be implemented in current test setting
- is it sensitive enough to detect changes in performance over time
- does it have curriculum suggestions/ideas
- criterion-referenced or normative
- are results understandable to parents
- is assessment safe
authentic assessment
measure performance in natural, real world environ instead of artificial
- tasks based on real world needs
- arituclated criteria in advance
- assessment is part of curriculum
- students often present work publicly
- students demonstrate competency in many situations
- tasks need higher lvl thinking and concept application
is an ongoing feedback system which align w goals of individual
rubrics
qualitative assessment
evaluate performance and progress in high detail
rubric extensions
extend entry/exit pt so accomodate more abilities
rubric w/in a rubric
work on group objectives plus individual goals
rubric analysis
current rubric is broken down into small parts, analyzed
individual rubric
participate alongside class w completely different rubric
ecological task analysis
explore ways task can be performed by having students make choices on how to use their body/task/equipment
give choices to participant
independent decisions
i.e. strike ball
- diff shapes, textures
- document choices
- manipulate variable to challenge student i.e. pass to classmate
assessing severe disabilties
asses in key areas:
1. motor skills
2. fitness
3. play and game behaviour
4. sensory integration
5. perceptual motor function
i.e. musc tone, response to words, wheelchair
ontario regulation
education act, must have special education programs
even if not formally IDed, can receive special services if needed
IPRC
identify, place, and review committees
decide if student is exceptional
jabe meeting w student
decide on classment placement and modifications
will place kid in environ where learn best
types of IEP schools from MOST to LEAST restricted
adapted PE in special school: i.e. school for deaf and blind
full-time adapted PE in reg school
adapted PE w reg PE for certain activities i.e. dance is normal
part-time reg PE and part-time APA
reg PE w consultation from APA specialist: teacher needs occasional APA supervision and help
full-time reg PE
