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Understanding Assessment in Physical Education: Tools and Methods

Learn the importance of assessing motor skills in physical education, criteria for selecting assessment instruments, and how to interpret test results effectively. Explore various types of instruments and the Test of Gross Motor Development-2.

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Understanding Assessment in Physical Education: Tools and Methods

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  1. Assessment • What is it? • Collection of relevant information for the purpose of making reliable curricular decisions and discriminations among students (Gallahue, 1993)

  2. Definition # 2 • “ Assessment is an important aspect of any sound physical education program because it helps teachers measurestudents’ current levels of ability, students’ progress, and their own teaching effectiveness.” • (Gallahue & Cleland-Donnelly, 2003, p.282)

  3. Why assess motor skills ?

  4. What variables do you assess? • Determined by your goals and objectives, which relate to your topic of instruction

  5. Instrument Selection • Review what’s available • Which instrument meets your needs? • Is it Valid? Reliable? Objective?

  6. Test Feasibility • Amount of time it takes to administer? • Do you have the expertise? • Supplies? Equipment? • Can you interpret the results?

  7. Preparing Students • (not “teaching to the test”) • Testing Environment

  8. Instructor Knowledge • Do you have what you need to give this test? • Can you follow test protocol? • Score sheets? • Have you piloted the test?

  9. Interpreting Results • How well did the students do? • “Measures of Central Tendency”

  10. Class testing: skills testing, cognitive testing, physical fitness testing • Common for general physical education teachers • Individual student testing: • Uncommon for general physical education teachers • UNLESS –the GPE is responsible for adapted physical education placement decisions in their school

  11. Types of Instruments • Norm Referenced: • Quantitative • Easy to administer • Comparisons

  12. Types of Instruments • Criterion Referenced • Qualitative • Process versus product • Comparison against a level of “mastery.”

  13. The Test of Gross Motor Development - 2 DaleA. Ulrich, Ph.D. University of Michigan

  14. TGMD-2 (Ulrich, 2000) • Purpose • Description • 2 subtests • 12 gross motor skills • Children 3- 10 years

  15. Uses of the TGMD-2 • ID of children • Program planning • Assess individual St. progress • Evaluate the PE program • Research

  16. Criteria for Evaluation • What do you notice about the equipment requirements? • What skills/knowledge base does the teacher need to have in order to execute this test?

  17. Test Administration & Scoring • Examiner Competency • Time Requirements • General Guidelines • Standardized Procedures –AKA ?

  18. Standard scoring criteria Two trials scored Focus on observation of criteria “1” = performed correctly “0” = does not perform

  19. Test scores & interpretations • Raw scores – 48 possible points for each subtest • Percentile rank • Subtest standard scores • GMQ- composite of results from the 2 subtests • Age equivalent

  20. GMQ: • > 130 = Very Superior • 121-130= Superior • 111-120= Above Average • 90-110 = Average • 80-89 = Below Average • 70-79 = Poor • < 70 = Very Poor

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