Assessment Techniques in Adapted Physical Education
KIN 395
Spring 2011
Instructor:
Office:
Phone:
E-mail:
Office Hours:
Cindy Piletic, Ph.D.
Brophy 221Q
298-1058
c-piletic@wiu.edu
Mon/Wed 2 – 3:00 and W 8:30 – 9:30 and by appointment
Required Text:
Auxter, D., Pyfer, J., Zittel, L., & Roth, K. ( 2010). Principles and Methods of Adapted Physical
Education and Recreation. (11th edition). McGraw Hill, New York
Davis, R. (2010). Teaching Disability Sport: a guide for physical educators (2nd edition). Human
Kinetics: Champaign IL
Supplemental Readings:
Tripp, A., & Zhu, W. (2005). Assessment of Students with Disabilities in Physical Education: Legal
perspectives and practices. JOPERD, 76(2): 41-47.
Zittel, L. (1994). Gross Motor Assessment of Preschool Children with Special Needs: Instrument
selection considerations. Adapted Physical Activity Quarterly, 11: 245-260.
Other readings as handed out in class and/or posted on Westernonline.
Course Description:
Content centered on purposes, methods, appropriate tools, and processes of assessment (referral,
screening, assessment, program implementation and evaluation) for individuals with disabilities. The
focus of the assessment will be in the areas of motor skills and physical fitness. Prerequisites: KIN
265 and KIN 393. Practical experience in administering standardized and norm-referenced tests will be
included. Discussion will center on the importance of assessment for students with disabilities,
methods of motor skill assessment, specific tools used for assessment of individuals with disabilities,
and the uses of assessment (i.e. interpretation leads to planning). Emphasis will also be placed on
planning appropriate programs based upon assessment reports.
Course Objectives:
Students will be able to identify and explain the purposes of assessment in physical education for
students with disabilities
Students will be able to describe and discuss the measurement concepts necessary for conduction
and interpretation of assessment tools.
Students will be able to describe and discuss the different types of assessment tools used in
physical education for students with disabilities.
Students will conduct assessments on students with disabilities, interpret results of assessment and
make recommendations for programming based upon assessment.
Students will be able to plan appropriate activities for students with disabilities based upon
assessment results.
Students will be able to discuss and describe the current trends and legislative mandates in regards
to assessment and screening for students with disabilities.
APENS standards that will be addressed within the course:
1.
Human development
4.
2.
Measurement & Evaluation
5.
3.
Unique attributions
Assessment
Instructional design and planning
Attendance
Attendance is expected for all class meetings. Students may miss one class throughout the semester
without any penalty. Each class missed after the first absence will result in a drop in their grade
(each additional absence will drop ½ letter grade, up to 4, more than 4 absences over and above
the initial absence will result in failing the course). Students are required to be here on time.
Different activities, pop quizzes will be done in class and points will be earned that will count toward
participation points. Thus if students have more than two misses and also miss an in-class activity they
will be losing points in two different areas. It is important for students to attend class.
Policy on Electronic Devices in class
All cell phones, Ipods and other electronic devices (except laptops) will be turned off prior to coming
into the classroom and out of site during class. Students need to be cognizant of this prior to class, so
not to interrupt the class.
Policy on Written Work:
< All work is to be typewritten and double spaced unless otherwise indicated.
< All written work must be submitted during class on the day the assignments are due to receive
full credit. Assignments turned in before 4:00 pm on that day will be penalized 20% of the
potential points for that assignment. NO WRITTEN WORK WILL BE ACCEPTED AFTER 4:00
PM THE DAY THAT THE ASSIGNMENT IS DUE. THERE IS NO EXCEPTION TO THIS
POLICY. Students need to plan ahead for problems with computers, printers, etc.
< All written work must be handed in as a hard copy, unless otherwise identified by the instructor
or submitted via Western Online as an “assignment”. Thus, no assignments will be accepted as
email attachments, turned in because the student missed class.
< POINTS WILL BE DEDUCTED FOR MISSPELLINGS AND OBVIOUS POOR GRAMMAR.
< Each written assignment will be graded for content, written expression, clarity, organization,
meeting the demands of the assignment instructions, and grammar. Rubrics and/or specific
assignment sheets will be made available for most assignments either in class or through the
manual for the motor clinic.
< Homework assignments submitted to the instructor at least 4 days prior to the assigned due
date will be reviewed and returned for possible corrections.
Academic dishonesty
Students of the University must conduct themselves in accordance with the highest standards of
academic honesty and integrity. Academic dishonesty by a student will not be tolerated in the
academic area and will be treated in accordance with the policy in the current faculty handbook.
Penalties for such behavior include punishment up to and including failure in the course and referral to
the University Academic Ethics Committee.
Examples of Academic Dishonesty include taking off in class after attendance has been taken but the
activity has not been completed, signing other student's names to the role (both students will be
punished), copying of other's written work (both students will be punished), completing assignments as
a group when assignments are meant to be individually done.
Student Rights and responsibilities: See the web address:
http://www.wiu.edu/provost/students
ADA policy
"In accordance with University policy and the Americans with Disabilities Act (ADA), academic
accommodations may be made for any student who notifies the instructor of the need for an
accommodation. For the instructor to provide the proper accommodation(s) you must obtain
documentation of the need for an accommodation through Disability Support Services and provide to
the instructor. It is imperative that you take the initiative to bring such needs to the instructor's attention,
as he/she is not legally permitted to inquire about such particular needs of students. Students who may
require special assistance in emergency evacuations (i.e. fire, tornado, etc.) should contact the
instructor as to the most appropriate procedures to follow in such an emergency. Contact Disability
Support Services at 298-2512 for additional services."
Background Check – Prior to any field work in schools/agencies, candidates are to supply verification
of having completed both an Illinois State Police and FBI fingerprint background investigation through
the Center for the Preparation of Education Professionals. Candidates may be prohibited from
completing field work if background investigations disclose arrests and/or convictions deemed
problematic. Information may be obtained in Horrabin Hall 91; questions may be directed to Melissa
(Missy) Phillips, Director of Advising--298-2117.
Professional Expectations – all students will be expected to act professionally throughout the entirety
of the course (in class lectures and during motor clinics). Students will be expected to align their
actions with the TPEP dispositions including: Collaboration, Honesty/integrity, Respect, Commitment to
Learning, Emotional Maturity, Responsibility, Fairness, and Belief that all Students can learning
(http://www.wiu.edu/CPEP/PDF/Dispositioncheck%207-2010.pdf).
TPEP vision Statement:
Our Graduates will be empowered educational professionals deeply committed to
continuous learning and the empowerment of all learners
TPEP Mission Statement:
The WIU Teacher and Professional
Education Program empowers
candidates to become educational
practitioners who engage in informed
action that is grounded in knowledge and
reflection; who are deeply committed to
the highest standards of professional
practice; who are able to adapt to
emerging social, economic, and cultural
landscapes; who are skilled in the use of
technological tools that promote teaching
and learning; and who are committed to
empowering all learners
Course Evaluation
Assignments
Points
Possible
Total Points
Midterm
40 points
40
Final Exam
30points
30
Assignment #1 (disability awareness and fitness
challenges
25
25
Assignment #2 (assessment tools – articles)
15
15
Assignment #3 (making sense of the data)
20
20
Assignment #4 (inclusive activity)
20
20
Assignment #5 (case study – planning based upon
report)
30
30
Assessment report
15 points
15
IEP
15 points
15
Final Activity plan
15 points
15
IEP presentation to small group of professionals
25 points
25
Westernonline questions (10)
10
100
20 points
20
Tests
Written assignments
Culminating project
Presentations
Online questions
Disposition/attendance
and participation
Total Points
375
Grading Scale
Final Grade – based on the following scale:
Letter Grade Percentage
Grade
Percentage
A+
100 – 97
A
96.9 - 93
A92.9 - 90
B+
89.9 - 87
B
86.9 – 83
B82.9 – 80
Grade
C+
C
CD+
D
DF
Percentage
79.9 – 77
76.9 – 73
72.9 – 70
69.9 – 67
66.9 – 63
62.9 – 60
BELOW 60
Description of Assignments
Online questions
Because there may not be time to discuss the different assessments when students are in the schools
– there will be questions posed to the students and each will have to respond to the questions during
the time outside of class. The questions will focus on either lecture information and/or experiences
occurring when students are assessing the students with disabilities in the schools.
Assignments 1-5
Detailed assignment sheets have been created for each of the 5 assignments and will be posted on
Westernonline for students to use for the completion of each assignment. Assignments will be
discussed in class prior to the due date so that all students are comfortable with the assignments.
Assignments will range from 15 points to 30 points in value depending upon the complexity of the
assignments
Culminating project
Assessment Report
Students will be writing an assessment reports based upon the data gained from the
assessments conducted in the schools. Examples of the format for the report will be provided in
class. The APEAS will be used and must be handed in using the format from the computer
software.
Individualized Educational Programs (IEP)
Students will be creating IEPs based on the assessment reports they are completing. Each of
the components required by federal legislation will need to be included on the IEP. Examples of
formats will be provided in class. Students will present the assessment report and
recommended IEP to the class as though they were presenting it at an IEP meeting
IEP Activity Plan
Students will demonstrate their ability to plan activities that can be used to accomplish the goals
on the IEP. The progression of activities (not changes in objectives or benchmarks but different
activities/games that will be used in the classroom) will be demonstrated for each IEP goal and
consideration will be evident for recording students’ progress toward meeting the IEP goals.
Presentation
IEP Presentation
The student will complete one of the IEPs and then present it to a small group of professionals
as though they were presenting it at an actual IEP meeting. Students will be graded not only on
the content of the IEP, but also the manner in which it is presented.
Exams
There will be a midterm and a final exam. This will be short answer, multiple choice, true false etc.
They will be taken in class. More details about the exams will be provided during class