Assessment and Tests for Adapted Physical Education

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ASSESSMENT AND TESTS
FOR ADAPTED PHYSICAL
EDUCATION
What is Assessment?


A process to gather information or data
about a student’s skill performance,
cognitive understanding, attitude, and
interest or behavior needed for learning
and interacting with others.
A test is the tool you use to gather
information.
Purpose of Assessment in APE

Establish a Present Level of Performance – identify
strengths and needs.

Program Development - types of modifications

Placement – Least Restrictive Environment

Measure Achievement – toward goals and
objectives.
Assessment Types - Published

Published with standardized procedures- criteria
norms
Fitness Brockport Test for Physical Fitness, Adapted
Physical Education Assessment Scale (APEAS,)
Fitnessgram
Skill Development
Test for Gross Motor Development,
Adapted Physical Education Assessment Scale
(APEAS)
Activity for Everyone
Assessment Types:
Teacher Constructed




Fitness – Health Related based on one or more
specific fitness components.
Skill Development – locomotor, manipulative, sport
skill, balance, agility, power, speed.
Curriculum Based – Skills and knowledge taught in
the Physical Education curriculum
Authentic –skill or fitness component performed
within a game situation, dance, gymnastic sequence
or integrated into an activity.
Testing Adaptations


Okay to adapt. Record adaptation and retest using
same conditions. Invalidates standardized test data
comparisons. Becomes individualized.
What to change?
 Task
– space, size of target, height, time
 Environment – visual markers, distraction reduction
 Equipment – color, composition, size, texture
 Assistance by Peer or Aide – tactile, verbal cues,
“Watch Me” demonstration, or partner in test.
Developing a test and rubric



Determine the test constraints or specifications.
Purpose, Skill, Space, # of trials, equipment
Determine Performance Levels
High, Medium, Low, (Rating Scale)
Yes/No (Checklist)
Criteria – A description of observable actions that
are evident in each performance level
Qualitative or Quantitative
Qualitative – Describes the body
form or technique as the student
performs the skill.
 Quantitative – Describes the skill
performance related to how far,
how fast, how many (goals, target
hits, baskets) in time or trials.

Fitnessgram Modifications




Pacer – peer buddy with tether, use a flag to signal
beep, use a line for focus on path, Other???
One mile walk/run – use distance targets, peer
buddy tether, hold stopwatch, Other???
Push Up – tactile prompts for hand position, spot at
hips, use an incline mat, use push up mat or mark
hand position, modified positions (knees, on front of
body.
Pull up and flexed arm hang – physical assistance,
sit on floor, lean back, and use a stick to pull up to
sitting position.
Fitnessgram Modifications




Curl up – Do without cadence, physical assistance,
use visual cues, start up, hold pants, incline mat, hold
stick or hands.
Trunk Lift – Physical assistance, use visual for focus
Sit and Reach – hold for shorter time, use visual
tape marks, use physical assistance.
Shoulder stretch – physical assistance, use tactile
prompt for hand to touch, sit to stabilize body.
Develop an Assessment
Choose a locomotor movement, manipulative skill, or sport
specific skill.
Describe the test: What will students do? Be specific
Choose qualitative (form) or quantitative (how many, how far,
how fast) data to gather.
Develop a scoring rubric. Include performance levels (2 or 3)
and descriptive criteria for each level.
Adaptations if needed for a specific student.
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