Ch5, and Burton ch 5 and 13 Flashcards
(31 cards)
0
Q
Step one: assessment process
A
- Identification decisions
- Screening
- Qualifications
- Placement decisions
- Physical edu meeds identified
- How needs interface with goals of general physical edu
- Is GPE curriculum appropriate
- Instructional decisions:
- What objectives are targeted
- Pre assessment activities
- Learn characteristics of the individual
- Context expected to learn - target instructional content
- Identify assessment instrument to measure this content.
1
Q
6 steps in assessment process
A
- Identify the type of decision that needs to be made
- Understand the unique attributes and needs of the child.
- Identify the dimensions of physical education that need to be evaluated.
- Select or create an appropriate assessment instrument to match the decision to be made.
- Learn and administer the instrument so that valid and reliable data are collected.
- Interpret the assessment data collected and make an appropriate decision.
2
Q
Step2 assessment process
A
- Understand unique attributes and needs of the child.
- Communication
- Cognitive
- Physical and motor - limitations and as strive devices
- Social and behavioral
- Medical
3
Q
Step 3 assessment process
A
- Identify the dimensions of physical education that need to be evaluated.
- What aspects are we looking at the eval and that way we pick an appropriate assessment.
- I.e. fitness,skill, strategy, knowledge, etc…
4
Q
Step 4 assessment process
A
- Select the appropriate tool or create one.
- What decision
- Type of decision
- What needs to be evaled
- Reference standards needed
- Type of administration
- Type of data needed
- Equip and space needed
- Validity, reliability and objectivity
- Appropriateness of norms.
5
Q
Step 5 assessment process
A
-Learn and administer the instrument so that valid and reliable data are collected.
-Review test
-Practice using instrument
-Set up equip in advance
-I’d best place to stand nd observe
-Choose appropriate organizational format
Method or record data
Remove distractions.
Pg 70-71 rules***
6
Q
Step 6 assessment process
A
- Look at and analyze the results and make decisions we need to make after looking at the results. Write a report.
- Look at whole child in the context of setting and the decision they are making.
- Use common sense when scored are inconsistent. What does this mean?
- Can instructional needs be met.
7
Q
Curriculum- based eval
A
- involves comparing the performance of a child with a disability on the GPE curriculum
- objectives against the performance of the other students in the target placement.
8
Q
Identification decision
A
- Involve determining whether a students performance warrants special consideration
- can further be divided into screening and qualification decisions.
9
Q
Screening decisions
A
- less formal
- identify any person who may have a problem and then follow up on initial screening with more formal assessments.
10
Q
Qualification decisions.
A
- more formal
- standardized instruments as the norm
- 1) established eligibility criteria
2) . The assessment instrument used must provide comparative standards such as the norms.
11
Q
Placement decisions
A
- after a child is identified to qualify for services
- next step is to find the most appropriate and least restrictive environment in which their physical education needs to be addressed.
12
Q
Instructional decisions
A
- once child is placed
- involve determining what objectives are targeted for instructions
- which learning and behavioral characteristics should be considered when delivering instructions.
- and how children should be grouped.
13
Q
Validity
A
- is the instrument valid?
- an instrument must be valid for a given child’s disability.
14
Q
Reliability
A
- is it reliable
- reliability issues can usually be addressed with training.
15
Q
Objectivity
A
- if 2 or more teachers will be administering a given instrument to the same students
- how consistent are the results?
16
Q
understand THE 5 AREAS OF STUDENT NEEDS
WHAT ARE THE 5
A
- COMMUNICATION
- COGNITIVE
- PHYSICAL AND MOTOR
- SOCIAL AND BEHAVIORAL
- MEDICAL
18
Q
Norm-referenced ASSESSMENT
A
-INVOLVES COMPARISON OF AN INDIV PERFORMANCE TO TO THE PERFORMANCE OF THE NORMATIVE GROUP.
19
Q
NORM REFERENCED ASSESSMENT ADVANTAGES
A
- TESTS ALLOW FOR CHILD TO SEE WHERE THEY STAND.
- FOCUS ON TIME, DISTANCE AND NUMBER.
20
Q
NORM REFERENCED DISADVANTAGES
A
- IS THE GROUP TRULY REPRESENTATIVE
- WHY DID THEY PERFORM POORLY
- DO NOT ALLOW OR ACCOUNT FOR VARIABILITY.
- EXPERIENCE OF INDIV COULD POTENTIALLY BIAS SCORES.
21
Q
CRITERION REFERENCED ASSESSMENT
A
- COMPARISON ON AN INDIV PERFORMANCE TO SOME PREDETERMINED CRITERION.
- MORE OF A PROCESS. TARGETED TASKS.
- SCORE TYPICALLY REPRESENTS A YES OR NO, BUT INTERMEDIATE SCORES CAN BE INCLUDED.
22
Q
CRITERION REFERENCED ASSESSMENT DISADVANTAGES
A
- CONDITIONS OR CRITERIA OF TASK MAY NOT EXACTLY MATCH DESIRED RANGE OF BEHAVIORS.
- CUTOFF SCORES DEFINING MASTERY OR COMPETENCY
- FAULTY ASSUMPTION THAT PARTICULARLY MOVEMENT PATTERNS ARE OPTIMAL FOR ALL PPL.
23
Q
FORMAL ASSESSMENT
A
- TESTS WITH STANDARDIZED OR INFORM CONDITIONS AND DIRECTIONS.
- THE STANDARDIZED PROCEDURES ALLOW FOR CONSISTENT COMPARISONS BETWEEN INDIV BEING ASSESSED REGARDLESS OF WHO IS ADMINISTERING THE ASSESSMENT.
24
Q
INFORMAL ASSESSMENT
A
- DO NOT HAVE STANDARDIZED OR UNIFORM CONDITIONS AND DIRECTIONS.
- INCLUDE: CHECKLIST, INTERVIEWS, INVENTORIES, OBSERVATIONS, QUESTIONNAIRES.
- MORE FLEXIBILITY, CAN BE MORE INTEGRATED INTO THE INSTRUCTIONAL OR THERAPEUTIC PROCESS.
25
Bottom up
Examines which deficits are present
Focuses on foundations of movement skills, motor abilities, or early movement milestones
Competency must be gained at the preceding level prior to moving
Ex: Reflexes,Balance,Spatial relations, Cross lateral integration
26
Bottom up advantages
Advantages:
- A sound base for learning specialized and functional movement skills
- Best suited for younger children and persons wi impairments who have achieved few skills beyond early movement milestones.
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Bottom up disadvantages
- Lower level skills or abilities must be attained before higher skills can be achieved
- Unclear how the success in a limited set of foundations, milestones, and movements skills will lead to success in an unlimited number of more specialized skill and fundamental movement skills
- Can be extremely time consuming from An instruction
28
Top down
- Task specific approach
- Step down the skill hierarchy only as necessary to establish competency at the highest level.
- Primary goal is success in performing skill in their naturals context
- Focus on skills needed only. T be successful in that task.
29
Top down disadvantages
- Specified functional movement skills may be beyond ones capability and the initial experience may result in failure and frustration
- How might these negative experiences effect motivation
- Could potentially pose safety hazards for individual if not carefully monitored.
30
Top down advantages
- Engages individuals at the highest pos level.
- Address foundation movement only ad needed.
- Doesn't take as long
- Looks at utilizing skill in real life settings.
31
7 GUIDELINES THAT ENSURE THE ASSESSMENT DATA IA RELIABLE AND VALID
1. REVIEW AND KNOW HOW TO ADMINISTER
2. PLAN FOR PILOT TEST
3. SET UP EQUIPMENT
4. FOCUS ON PROCESS OF SKILL
5. CHOOSE APPROPRIATE ASSESSING ACTIVITY
6. EFFICIENT METHOD, TO RECORD
7. REMOVE ALL ENVIRONMENTAL FACTORS
