Module 6 Flashcards
(22 cards)
measures of central tendency
Mean: average of all numbers
Medien: middle number in the list
Mode: number with the highest frequency
measures of variance
Standard deviation and range
test validity
the test measures what it says its measuring
test reliability
measures consistency and how reliable is the test: test re test measure (one person takes test, then retakes it) and inter test reliability (two people take test) If both tests pass, test is reliable.
content validity
does test sample from content of the universe. is it broad enough?
construct validity
is it measuring construct or concept?
predictive validity
does the test predict future performance?
norm- referenced tests
compares people within the same peer groups. Look at the average.
disadvantage: competitiveness, comparison
criterion-referenced tests
performance on test is compared to a reference value. Compared to standard or level of Mastry.
disadvantage: don’t know how you did compared to others.
Intra-individual Variability
within an individual
Inter-individual Variability
between individuals
range
A measure of variance that is the
difference between the min and max
of a set of scores
Developmental scales
Purpose: where is a person on the motor development continuum? Norm-referenced test
Motor Ability Test
Purpose: Identify those with dysfunction in the underlying abilities of motor skills. Norm-referenced test
Perceptual Motor Test
Purpose: Identify those children with difficulty in integrating the
senses with each other (intersensory) or integrating sensory information with movement (sensorimotor) Norm-referenced test.
Test of Specific Motor Skills
Purpose: to diagnosis specific motor skill delays. Criterion- and Norm-referenced
Physical Fitness Tests
Purpose: assess various components of the exercise functioning. Norm-referenced
MABC
Norm-referenced test used to
identify potential dysfunction in
children’s motor skill ability; motor ablity test
TASK ANALYSIS
the process of analyzing a motor skill
into its relevant dimensions (component
constraints) based on the task function
Extrinsic Feedback
Feedback from the task itself (KR)
Feedback from the teacher (KR, KP)
Intrinsic Feedback
Feedback from the body about
the movement (can be enhanced)
The “slanty rope” principle refers to
adjusting task constraints to meet the developmental level of the student
