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Assessment & Data Gathering Techniques Webster 2/03/09

Assessment & Data Gathering Techniques Webster 2/03/09. Lauren Lieberman Ph.D. SUNY Brockport Department of PE (585) 395-5361 Llieberm@brockport.edu. Why should we assess?. Decrease marginalization Respect of our peers and administrators Increase knowledge about students

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Assessment & Data Gathering Techniques Webster 2/03/09

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  1. Assessment & Data Gathering TechniquesWebster 2/03/09 Lauren Lieberman Ph.D. SUNY Brockport Department of PE (585) 395-5361 Llieberm@brockport.edu

  2. Why should we assess? • Decrease marginalization • Respect of our peers and administrators • Increase knowledge about students • Ensure appropriate programming

  3. Why do we assess? • Baseline • Strengths • Weaknesses • Program planning • Lessons • Rubrics • Skill development • Groupings • Other?

  4. Why do we assess children with disabilities? • Screening • Referral • Placement • Present Level of Performance • IEP development • Improvements (I.e. did he/she meet STO’s) • Achievements

  5. Types of Assessments • Brockport Physical Fitness test • Fitnessgram • Test of Gross Motor Development • APEAS II • Other?

  6. Barriers to Assessment • Lack of assessments • Lack of time • Lack of Trained Personnel • Lack of equipment • No ability to analyze scores • No support in assessment

  7. Solutions to Barriers

  8. Solutions continued

  9. How do we currently collect data?

  10. Additional Strategies for Data Collection • What do you want to know? • What do you want to count, time or observe? • Who is available to collect the data? • Is there sufficient equipment to facilitate data collection?

  11. Additional Strategies for Data Collection • Match data collection strategies to setting • Collect data on your own behavior • Use detailed curriculum specific rubrics to record achievement in regular intervals • Focus on 1-2 students per day for data collection • Be creative and share strategies with others

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