Video Part 1

1. Video Part 1 • http://www.youtube.com/watch?v=e89NczRc9hQ

2. Relationship of Assessment and Environmental Factors By: Sonya Felmly KIN 582 West Chester University

3. Objectives This presentation will include information on… • The importance of assessments in physical education • Norm-Referenced Assessment/Criterion-Referenced Assessment • Measurement • Assessment Decisions, Identification Decisions, Placement Decisions, Instructional Decisions • Environmental Factors • Getting to know your student • Summary

4. Why assess in Physical Education? • The primary goal of assessment should be seen as the enhancement of learning, rather than simply the documentation of learning" (NASPE, 1995). • However, when physical educators assess students on their dress, attendance, effort, or attitude what is it that we are enhancing (Johnson, 2008). • Assessment- “planned technique used to measure, judge or diagnose a student’s achievement and to make inferences based on that evidence for a variety of purposes, including planning” (Doolittle,1986)

5. Assessment in APE Purposes • Identifying if a student qualifies for adapted physical education • Develop appropriate goals • Implement appropriate instructional activities and that supports achievement towards IEP goals • Determine the most appropriate placement Zero Exclusion/ Zero Failure

6. Review IDEA • Emotional Disturbances • Hearing Impairment • Intellectual Disability • Multiple Disabilities • Orthopedic Impairment • Other Health Impairments • Specific Learning Disability • Speech or Language Impairment • Traumatic Brain Injury • Visual Impairment, including blindness • IDEA considers students to be eligible for special education, and adapted physical education if they are identified with one of the 14 disabilities stated in the law. • Autism • Deaf-Blind • Deafness • Developmental Delay

7. Identification Decisions Eligibility or Classification Decisions Determines if a child’s performance level needs special attention Physical education teachers must select and administer assessments to identify students needs

8. Placement Decisions • Determine the most appropriate instructional placement and least restrictive environment. (Figure 2.4 page 18) • Childs needs and develop an appropriate program • Where is the program is going to be implemented?

9. Different Placements For Adapted PE IDEA requires students with disabilities to be instructed in the least restricted environment. • General Physical Education • General Physical Education with APE Consultation • APE direct services in General Physical Education • Part-Time APE and Part-Time GPE • Reverse Mainstreaming • Self-Contained APE

10. Instructional Decisions • The decisions can be made by using a variety of assessment tools. • Data collect is used to make informed instructional decisions • Assessment is ongoing,- part of the instructional process • Best Practices

11. Video Part 2 • http://www.youtube.com/watch?v=yMhUStZDUEg

12. Assessment/Testing • Assessment Vs. Testing • Instruments, tests, assessments, items, and tools • Procedures used to collect information on the behavior being assessed. • What is being assessed • Conditions • Equipment required • Administration instructions • Scoring

13. Assessment Instruments • Norm-Referenced Instruments • standardized test designed to collect performance data that is compared with reference standards composed of normative data provided with the instrument. • Standardized Test • Peabody Developmental Motor Scales 2 Pg. 11

14. Assessment Instruments • Criterion-referenced instruments • less standardized and involve more evaluating performance against set criteria. • Skipping • Move forward by stepping and then hopping • Maintain an upright body posture • Alternate the step-hop pattern between feet • Move arms in opposition to legs • Figure 2.2 Pg. 13

15. Assessment Instruments Assessments Instruments must include: • Validity • Reliability • Objectivity • Norms

16. Validity • Instrument is valid if the scores collected measure what the instrument was designed to measure. • Face Validity • Content Validity • Concurrent Validity • Construct Validity • Criterion Validity • Pg.38-42

17. Measurement • Type of data collected • Throwing • Knowledge of key components • How far the student can throw • How accurate the student can throw • Perform the key components correct • Process Vs. Product

18. Reliability • Consistency of the resultsover a multiple of trials. • Administration procedures • Case Study 2 on Page 43 • Provide more trials and Attempts

19. Video Part 3 • http://www.youtube.com/watch?v=s5P84VShUx8

20. Objectivity/Norms • Reliability between two different people administering the same test to the same group of students. (Interrater Reliability) • Norms are a description of how a sample of students performs on a test in relation to the children in the normative sample. • Norms can be gender, grade, or age • On page 48 Table 4.1- Normative Data for Males and ages on Mastery of Batting.

21. Environmental Factors • Space/boundaries • Type of Equipment • Equipment laying around • Class Format • Reduce visual and auditory distractions • Time of Day/Duration Other things to think about.. • Start and Stop Signals • How the student communicates with you • Level of Motivation • Level of Difficulty • Order of the assessments • Demonstrations

22. Assessments • When giving a student with a disability an assessment remember… • Autism • Use pictures for criteria • Give directions in chunks • Demonstrate cues • Positive behavior Reinforcements • Let student choose the color or texture of the equipment • Have set boundaries

23. Disabilities • Deaf/Hard of Hearing • Use visuals to give directions and criteria • Have students close to you • Model the skill • Provide extra demonstrations • Make sure the testing environment has adequate lighting • Avoid excessive noises • Give appropriate wait time • Serious Emotional Disturbance • Have a calm environment • Lots of Praise • Give students more time to practice • Assess individually • Use visual aids

24. Disabilities • Intellectual Disabilities • Give directions in chunks • Model Skills • Give appropriate wait time • Class Formats • Immediate positive feedback • Multiple Disabilities • Modify equipment • Modify criteria/what you are assessing/ Is it appropriate? • Think Safety First • Visual Impairments • Think Safety • Use tactile or Auditory Boundaries • Modify Equipment • Give specific verbal directions • Translate directions into Braille

25. Disabilities • Orthopedic Impairment • Use assistive technology • Modify Equipment • Know your student • Deaf-Blindness • Think Safety • Use tactile or Auditory Boundaries • Modify Equipment • Give specific verbal directions • Translate directions into Braille • Have students close to you • Model the skill • Provide extra demonstrations • Make sure the learning environment has adequate lighting • Avoid excessive noises • Give appropriate wait time

26. Disabilities • Specific Learning Disability • Use visuals • Give directions in chunks • Clear directions • Demonstrate • Positive feedback • Speech or Language Impairment • Give directions in chunks • Demonstrate • Give appropriate wait time- Do not rush the student • Use visual s • Traumatic Brain Injury • Safety- Soft equipment • Clear Boundary lines • Give appropriate wait time

27. Disabilities • Other Health Impairments • ADD/ADHD • Give Breaks • Break Up Assessments • Have an assessment schedule • Obesity • Give Rest Breaks • Positive Feedback • Type 1 Diabetes • Watch for fatigue • Water Breaks • Use visuals • Demonstrate

28. Disabilities • Other Health Impairments • Rheumatic Arthritis • Be aware of the amount of stress on joints • Less Trials • Be mindful when weight lifting • Asthma • Be mindful of how much you are assessing • Sickle Cell/ Leukemia/ Tourette's Syndrome • Provide Rest and Water Breaks

29. Summary • Assessment is used to make identification, placement, and instructional decisions. • All assessments must be reliable and valid • Assessment is important for students with disabilities.