Standard 8
Assessment
Adapted Physical Education National Standards
Standard 8: Assessment
Practice Questions
Written by Former Master’s and Doctoral Students
Texas Woman’s University
Revised (2006):
Erin Christian, MS, CAPE, Ben Losey, MS, CAPE, and Autumn Reid, MS, CAPE
Texas Woman’s University
Revised (2008):
Tariq Ali Alsalhe, MS, Taryn Burton, MS, & Sarah Moody-Bostick, MS, CAPE
Texas Woman’s University
Revised (2009):
Manjari Bandi, DPT, MS
Texas Woman’s University
Standard 8
Assessment
1. Understand personal requirements for assessment under federal and state law 8.01.01.01.
1.1.
After an assessment, before placement decisions can be made, a student must
(Sherrill, 2004, p. 149)
a. Be reassessed to assure test accuracy
b. Be given a full individual evaluation (FIE)
c. Be asked if they would like to be included in adapted physical education
d. Be part time in adapted physical education until placement decisions can be made
1.2.
What does IDEA require concerning parents as collaborative members of the IEP
team? (Sherrill, 2004, p. 65)
a. Schools are not required to include them on the team
b. IEP teams are not allowed to meet without at least one parent present
c. One or both parents must be given the opportunity to participate on the IEP team
d. IDEA does not have guidelines for parents as collaborative members of IEP teams
2. Understand the criteria that the instrument(s) used must meet to be considered acceptable
under the law in terms of validity reliability 8.01.01.02.
2.1.
A test utilizing percentiles and standard scores is the (Sherrill, 2004, p. 151)
a. Competency Testing for Adapted Physical Education (CTAPE)
b. Test of Gross Motor Development-2 (TGMD-2)
c. Project MOBILITEE
d. Adapted Physical Education Assessment Scale (APEAS)
2.2.
The most appropriate assessment for a person who uses a wheel chair would be
(Sherrill, 2004, p. 168)
a. Project MOBILITEE
b. Test of Gross Motor Development-2 (TGMD-2)
c. Adapted Physical Education Assessment Scale (APEAS)
d. Competency Testing for Adapted Physical Education (CTAPE)
3. Understand the process of assessment under the law 8.01.01.03.
3.1.
The first major law dealing with special education policy that introduced many of the
assessment mandates was (Smith et al., 2004, p. 100)
a. Amateur Sports Act
b. PL 105-17
c. PL 94-142
d. Title IX
Standard 8
Assessment
3.2.
What is an environmental factor that could influence performance? (Sherrill, 2004, p.
162)
a. Weather
b. Presence or absence of spectators
c. Allergies
d. All of the above
4. Understand the difference between instructional services and related services for individuals
with disabilities 8.01.01.04.
4.1.
Of the following, all are related services except (Sherrill, 2004, p. 12)
a. Adapted physical education
b. Occupational therapy
c. Physical therapy
d. Therapeutic recreation
5. Knowledge of LEA eligibility criteria for adapted physical education 8.01.02.01.
5.1.
Areas in which a student must show need of improvement in order to qualify for
adapted physical education include (Sherrill, 2004, p. 3)
a. Motor fitness
b. Physical fitness
c. Fundamental Motor Skills
d. All of the above
5.2.
A student needs to be what ages to be eligible for adapted physical education through
the IEP process? (Sherrill, 2004, p. 149)
a. 4 through18
b. 3 through 21
c. 3 through 20
d. 5 through 21
6. Understand the processes involved in referring and assessing individuals with disabilities for
special education services 8.01.03.01.
6.1.
When determining eligibility for special education (Smith et al., 2004, p. 117)
a. One assessment is given that determines eligibility
b. The classroom teacher determines eligibility
c. No single procedure or test can be the sole criteria for determining eligibility
d. The principal’s assessment determines eligibility
6.2.
Student must be reassessed for every (Smith et al., 2004, p. 123)
a. 1 year
b. 2 years
c. 3 years
Standard 8
Assessment
d. 4 years
7. Select appropriate procedures for data gathering based on referral information and
suspected areas of motor disability 8.01.03.03.
7.1.
After a referral has been made, the next appropriate step would be (Sherrill, 2004, p.
145)
a. Send a parental consent home to assess the student
b. Call an ARD to place the student in APE services
c. Screen the student to see if assessment is necessary
d. Gain permission from the school to assess the student
7.2.
Which of the following should be included in the screening process after a referral?
(Sherrill, 2004, p. 145)
a. Principal
b. Counselor
c. Physical therapist
d. General physical educator
8. Refer individuals with disabilities to other professionals 8.01.03.04.
8.1.
Among the following professionals a student to develop daily living skills would be
referred to (Sherrill, 2004, p. 70)
a. An audiologist
b. An occupational therapist
c. A speech therapist
d. A music therapist
8.2.
If a student is having discomfort with his assistive device, the most appropriate
person to consult would be (Sherrill, 2004, p. 71)
a. Classroom teacher
b. Special education teacher
c. Physical therapist
d. Physical education teacher
9. Understand what is meant by informed consent of parents and guardians 8.01.04.01.
9.1.
An adapted physical educator has formal permission to assess a student if (Sherrill,
2004, p. 151)
a. She has signed permission from parents
b. She receives permission from the principal
c. She has talked to the parents informally about the assessment
d. She has permission from the classroom teacher
Standard 8
Assessment
9.2.
Informed consent to conduct assessment as part of the IEP process (Sherrill, 2004, p.
151)
a. Varies from district to district
b. Varies from state to state
c. Is required by law
d. Is optional
10. Understand due process and its ethical implications 8.01.04.02.
10.1. Under Section 504 and IDEA, students with disabilities are entitled to which of the
following (Sherrill, 2004, p. 112)
a. Pay for direct services in a district that cannot afford them
b. Pay for related services in a district that cannot afford them
c. Nothing other than what general education students receive
d. Receive free and appropriate public education
10.2. A due process meeting can be held when (Smith et al., 2004, p. 105)
a. A student’s behavior affects others around them
b. A principal and teacher do not agree on a punishment of a student
c. Parents do not attend ARD meetings
d. The school and the parents do not agree
11. Understand the cultural as well as language conditions for assessment 8.01.04.03.
11.1. To accommodate for a student who speaks a different language during an assessment,
the most appropriate action for the adapted physical educator is to (Sherrill, 2004, p.
163)
a. Utilize an interpreter to ensure complete understanding by the student
b. Use verbal cues
c. Use modeling and hand gestures
d. Let the student read the directions to the assessment
11.2. To accommodate for possible cultural conflicts during assessment, the most
appropriate action for the adapted physical educator is to (Sherrill, 2004, p. 76)
a. Ask the student if they have any questions or concerns
b. Develop cultural competence, honor differences in communication style, and
provide translator if necessary
c. Conduct the assessment without any modifications or considerations
d. Consult with the student’s special education teacher
Standard 8
Assessment
12. Understand the need of confidentiality of records 8.01.04.04.
12.1. If a parent without custody of a student wants to talk about his/her child’s file, an
adapted physical educator should (Fischer, Schimmel, & Leslie, 2003, p. 377)
a. Inform them they cannot share information about their file with them
b. Inform them to consult with the school principal about the file
c. Schedule a time to discuss any concerns with the parent
d. Inform the parent they must gain permission from the parent with custody
12.2. An adapted physical educator may share a student’s file as an educational need with
(Fischer, Schimmel, & Leslie, 2003, p. 374)
a. Parents of the student
b. The Adapted physical educator’s supervisor
c. The student’s ARD committee
d. All of the above
13. Articulate the relationship between the results of an outside evaluation and the results of
motor assessment conducted by appropriately trained professionals under the law
8.01.05.01.
13.1. The type of testing used for students with disabilities must conform to (Auxter, Pyfer,
& Huettig, 2005, p. 36)
a. Federal law
b. State law
c. District practices
d. All the above
13.2. If the parents or guardians of a child disagree with student’s assessment, placement,
or services, they (Auxter, Pyfer, & Huettig, 2005, p. 183)
a. Have no say in the matter
b. Must either comply or change school districts
c. Have the right seek judicial intervention (due process)
d. Have the right to change schools within the district
14. Understand the purpose of screening 8.02.01.01.
14.1. Screening is implemented to determine (Sherrill, 2004, p. 145)
a. If a student qualifies for adapted physical education
b. Placement for a student in adapted physical education
c. Which assessment is appropriate to assess the student
d. If an assessment is necessary to determine if the student qualifies for APE
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Assessment
14.2. Screening can be requested any time by (Sherrill, 2004, p. 145)
a. Parents
b. The classroom teacher
c. General physical educator
d. All of the above
15. Understand the purpose of assessment 8.02.01.02.
15.1. Assessment is used to (Sherrill, 2004, p. 145)
a. Make decisions about eligibility and programming
b. Determining student progress
c. Determining transition and lifespan needs
d. All of the above
16. Understand the purpose of measurement 8.02.01.03.
16.1. What is the purpose of assessment? (Sherrill, 2004, p. 145)
a. Screening and referral
b. Determining progress
c. Making decisions about instructional adaptations in day to day teaching
d. All of the above
16.2. A measurement of an assessment instrument’s consistency is (Sherrill, 2004, p.161)
a. Administrative feasibility
b. Test objectivity
c. Test reliability
d. Test subjectivity
17. Understand the purpose of evaluation 8.02.01.04.
17.1. In evaluating a student with a disability’s performance in general physical education,
criteria should (Sherrill, 2004, p. 183)
a. Be exactly the same as the rest of the class
b. Be evaluated the same as the rest of the class, taking into consideration the
individual goals and objectives
c. Be easier so the student with the disability will score as high as other students
d. Be determined on an individual basis, guided by the IEP team
18. Understand how to use various forms of data as related to individuals with disabilities
8.02.02.01.
18.1. A measure of central tendency is (Sherrill, 2004, p. 171)
a. Mean
b. Mode
c. Median
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Assessment
d. All the above
18.2. An example of a norm is (Sherrill, 2004, p. 173)
a. Standard score
b. Percentile
c. Age equivalent
d. All the above
19. Understand the process of gathering data on play behavior 8.02.03.01.
19.1. Of the following, which curriculum is most appropriate for an individual with a
severe cognitive disability? (Sherrill, 2004, p. 129)
a. Data-based Gymnasium
b. I CAN
c. Competency Testing for Adapted Physical Education
d. Ohio State University Intra Scale of Gross Motor Assessment
19.2. Which criterion-referenced test breaks down hundreds of motor skills into observable
tasks? (Sherrill, 2004, p. 128)
a. Competency Testing for Adapted Physical Education
b. I CAN
c. Project MOBILITEE
d. APENS
20. Knowledge of terminology related to motor assessment 8.02.04.01.
20.1. If a student has a deficit in cross lateral integration, he/she (Auxter, Pyfer, & Huettig,
2005, p. 139)
a. Has difficulty determining a dominant hand
b. Easily crosses the midline
c. Has difficulty coordinating both sides of the body
d. Has difficulty seeing objects at great distance
20.2. The components of motor fitness are (Sherrill, 2004, p.365)
a. Fitness, endurance, strength, and time
b. Agility, strength, coordination, and body control
c. Speed, strength, size, and quickness
d. Agility, power, speed, and coordination
21. Knowledge of how performance score discrepancies relate to individuals with disabilities
8.02.05.01.
Standard 8
Assessment
21.1. Activities for individuals with intellectual disabilities should be taught using (Sherrill,
2004, p. 577)
a. Extended practice
b. Smaller bits of information than peers
c. Clear directions
d. All of the above
21.2. The ecological approach to assessment can also be referred to as (Block, 2000, p.
120)
a. Norm-referenced assessment
b. Top down approach to assessment
c. Traditional assessment
d. Standardized score reference tests
22. Knowledge of the curriculum-based assessment procedures such as I-CAN, Data based
Gymnasium, and ABC 8.03.01.01.
22.1. The most appropriate assessment for individuals with moderate to severe disabilities
would be (Sherrill, 2004, p. 129)
a. Special Olympics
b. Data-Based Gymnasium
c. Adapted Physical Education Assessment Scale
d. Peabody Developmental Motor Scale
22.2. Which of the following is a curriculum-embedded assessment tool that is widely used
by preschool teachers? (Auxter, Pyfer, Huettig, 2005, p. 315)
a. Dash-2
b. Ordinal Scales-Gross Motor
c. Peabody Developmental Motor Scales
d. Project Unique
23. Knowledge of the instruments most commonly used by adapted physical educators
8.03.01.02.
23.1. The most appropriate test used to measure physical fitness is (Sherrill, 2004, p. 169)
a. Test of Gross Motor Development-2
b. Peabody Developmental Motor Scales
c. Brockport Physical Fitness Test
d. Project M.O.V.E.
23.2. The most appropriate test to administer to measure motor development is (Sherrill,
2004, p. 64)
a. The Prudential Fitnessgram
b. Fit for Me
c. Brockport Physical Fitness Test
Standard 8
Assessment
d. Test of Gross Motor Development-2
24. Know other measurement and evaluation procedures prescribed by Local Education Agency
(LEA) 8.03.01.03.
24.1 The primary assessment instrument administered to measure both physical
and fundamental motor skills (Sherrill, pp. 151-153)
a. Test of Gross Motor Development-2 (TGM-2)
b. Project MOBILIZTEE
c. Brockport Physical Fitness Test
d. Competency Testing for Adapted Physical Education (CTAPE)
24.2 An assessment instrument that evaluates only fundamental motor skills is
(Sherrill, 2004, p. 151)
a. Competency Testing for Adapted Physical Education (CTAPE)
b. Brockport Physical Fitness Test
c. Test of Gross Motor Development – 2 (TGMD-2)
d. Peabody Developmental Motor Scale II
25. Use standardized instruments or procedures for determining needs in related services such
as checklists or observation techniques suggested by other specialists 8.03.01.04.
25.1. A test that measures behavior, as well as motor function, is (Sherrill, 2004, pp.
168-169)
a. Test of Gross Motor Development-2 (TGMD-2)
b. Adapted Physical Education Assessment Scale (APEAS)
c. Project MOBILITEE
d. The Prudential Fitnessgram
25.2. A performance component in occupational therapy is (Sherrill, 2004, pp. 70-71)
a. Gross motor development
b. Cognitive integration
c. Proper use of orthotic devices
d. Physical fitness
26. Know other measurement and evaluation procedures by related service personnel
8.03.01.05.
26.1. An example of an assessment used by an occupational therapist could include
(Auxter, Pyfer, & Huettig, 2005, p. 107)
a. Physical fitness test
b. Feeding and eating evaluation
c. Competency Testing for Adapted Physical Education (CTAPE)
d. All of the above
Standard 8
Assessment
26.2. An example of an assessment used by a physical therapist could include (Auxter,
Pyfer, & Huettig, 2005, p. 108)
a. Range of motion testing
b. Competency Testing for Adapted Physical Education (CTAPE)
c. The President’s Challenge
d. All of the above
27. Determine the level of need for inservices on test administration for individuals with
disabilities 8.03.02.01.
27.1. If a general physical education teacher feels as if a student will qualify for APE, they
should (Sherrill, 2004, p.145)
a. Informally discuss the matter with an adapted physical educator
b. Document informal screening activities and refer to an adapted physical educator
c. Exclude the student from participating until a referral is made
d. None of the above
27.2. General physical education in-service training for the teaching of individuals with
disabilities is recommended to include (Auxter, Pyfer, & Huettig, 2005, pp. 164-165)
a. Empathy experiences and value clarification
b. Volunteerism and experiences with learners with disabilities
c. Group discussions and lectures
d. All of the above
28. Interpret measurement results for diagnosis and screening 8.04.01.01.
28.1. If screening results indicate that an individual has a motor deficit, an Adapted
physical educator should (Sherrill, 2004, p. 145)
a. Call an ARD meeting discuss placement for the student
b. Prepare an FIE based on the screening results
c. A request for permission to assess must be sent to the parents/guardian
d. Assess the student as soon as possible
28.2. Screening of a student should be conducted by a collaborative effort between
(Sherrill, 2004, p. 145)
a. General physical educators and principal
b. Special education teachers and adapted physical educator
c. General education teachers and adapted physical educator
d. Adapted physical educators and general physical educators
29. Interpret norm-referenced, criterion-referenced, and content-referenced results for
individual with disabilities 8.04.01.02.
Standard 8
Assessment
29.1. Norm-referenced testing results are measured by (Sherrill, 2004, p. 151)
a. Determining results on a pass/fail system
b. Comparing results with the same age or gender
c. Analyzing results on a curve
d. Determining the standard deviation
29.2. Standardized tests are most often (Smith et al., 2004, p. 115)
a. Norm-referenced
b. Criterion-referenced
c. Content-referenced
d. Curriculum embedded
30. Establish norm-referenced and criterion-referenced standards for qualifying students for
placement in adapted physical education 8.04.01.03.
30.1. To determine whether a student has mastered a specific developmental milestone,
which would be the most appropriate standard of measurement and would most
probably include a task analysis checklist? (Sherrill, 2004, p. 152)
a. Criterion-referenced
b. Content-referenced
c. Norm-referenced
d. Standardized
30.2. The most frequently used tests to determine whether a student qualifies for adapted
physical education are (Sherrill, 2004, p. 153)
a. Norm-referenced and content-referenced
b. Criterion-referenced and content-referenced
c. Content-referenced
d. Norm-referenced and criterion-referenced
31. Interpret measurement results for instructional planning 8.04.02.01.
31.1. Once you have the test results it is important to (Auxter, Pyfer, & Huettig, 2005, p.
55)
a. Analyze them as soon as possible because it’s easier to remember how the student
performed
b. Wait till after the ARD to figure out instructional plans based on results
c. Wait one week after ARD to work on instructional plans based on results
d. None of the above
31.2. Test results can be organized by (Auxter, Pyfer, & Huettig, 2005, p. 55)
a. Charts
b. Being grouped according to strengths and weaknesses
c. Being reported according to subset or subtest scores
d. All of the above
Standard 8
Assessment
32. Interpret measurement results for monitoring progress in individuals with disabilities
8.04.02.02.
32.1. Measurement results can be monitored (Block, 2000, p. 148)
a. After every APE session
b. One time per six week period
c. After every unit
d. All of the above
32.2. The evaluation standard that should be used to determine progress in adapted physical
education is (Smith et al., 2004, p. 36)
a. Informal observations
b. IEP goals and objectives
c. Input from the general physical education teacher
d. Six week reports
33. Incorporate integrated activities into the instructional plan 8.04.03.01.
33.1. A student with a visual impairment participating in relay races in a physical education
class could (Sherrill, 2004, p. 88)
a. Not participate due to safety concerns of the student
b. Participate independently away from other students
c. Participate in the activity after class
d. Use a peer to run as guide for the activity
33.2. To implement a reciprocal teaching method, students should (Auxter, Pyfer, &
Huettig, 2005, p. 177)
a. Participate in large group activities guided by the physical education teacher
b. Participate in activities in which one student leads the entire activity or station
c. Take turns participating in the activity or station and giving their partners
feedback
d. Work on activity independently
34. Understand the importance of providing feedback for social, behavioral and language skills
as they relate to and are demonstrated in a motor performance context 8.04.03.02.
34.1. The first step in reducing a behavior of a student is to (Sherrill, 2004, p. 208)
a. Identify ways to measure the behavior
b. Creating a behavioral intervention plan
c. Identifying the specific behavior
d. Talk to the student to create methods of changing the behavior
Standard 8
Assessment
34.2. To promote on task behaviors for a child with autism an Adapted physical educator
could (Auxter, Pyfer, & Huettig, 2005, p. 412)
a. Use picture cards so the child understands daily expectations
b. Let them choose all activities during class
c. Use quick transitions during activities to keep student on task
d. All of the above
35. Understand the connection between motor performance measures and self-help and mobility
skills 8.04.03.03.
35.1. Test used to determine if behaviors may interfere with ability of motor performance
could include (Sherrill, 2004, p. 197)
a. The Prudential Fitnessgram
b. Project M.O.V.E.
c. The President’s Challenge
d. Data-Based Gymnasium
35.2. The Mobility Opportunity via Education (MOVE) teaches infants, preschoolers,
school aged children, adolescents, and young adults basic (Burton & Miller, 1998, p.
242)
a. Functional movement skills needed for adult life in home and community
environment
b. Sport specific skills
c. Fine motor skills
d. None of the above
36. Understand the importance of parental or guardians input in the assessment process
8.04.03.04.
36.1. Before an assessment may be conducted, parents must (Sherrill, 2004, p. 151)
a. Be informed the assessment is going to be administered
b. Have a detailed explanation of what testing is going to be administered
c. Give written consent to the assessment
d. Meet with the adapted physical educator
36.2. When communicating to parents or guardians how their child is doing in comparison
to other children their age, it is best to (Auxter, Pyfer, & Huettig, 2005, p. 59)
a. Use percentiles and age-expected results
b. Speak in jargon
c. Not compare their child to other children
d. Emphasize areas where improvement is needed
Standard 8
Assessment
36.3. This educational law requires that parents have the opportunity to participate in
meetings with respect to the identification, evaluation, and educational placement of
the student (Auxter, Pyfer, & Huettig, 2005, p. 88)
a. Amateur Sports Act
b. Equal Access Act
c. IDEA
d. Title IX
36.4. To enhance parent participation in the IEP process and IEP meetings (Auxter, Pyfer,
& Huettig, 2005, pp. 89-90)
a. Use parent friendly language
b. Emphasize the positive
c. Talk directly to the parents and listen to them
d. All the above
37. Communicate motor performance scores to classroom teachers and other professionals
8.04.04.02.
37.1. Subtest scores reported in percentiles or age equivalents provide teachers and parents
with a picture of how the student is doing in comparison to (Auxter, Pyfer, & Huettig,
2005, p. 59)
a. The rest of the students in the schools
b. The student’s age group
c. Other students in adapted physical education class
d. The rest of the student’s family
37.2. Feedback information may be used to help all interested parties understand (Burton &
Miller, 1998, p. 10)
a. Next steps in treatment or instruction
b. If further steps are required
c. How they might assist the individual
d. All the above
38. Communicate motor performance scores to individuals with disabilities as appropriate
8.04.04.03.
38.1. Feedback to the student might (Burton & Miller, 1998, p. 10)
a. Discourage the student
b. Motivate the student to work towards a positive change
c. Create a lack of interest
d. None of the above
Standard 8
Assessment
38.2. The most meaningful information regarding performance in physical education for
parents, guardians, and students is whether (Burton & Miller, 1998, p. 10)
a. Objectives in the curriculum were achieved and what the scores were relative to
the curriculum standards
b. The student enjoyed the activities or not
c. The student outperformed other students
d. All the above
39. Understand the local measurement criteria for determining eligibility for adapted physical
education 8.04.05.01.
39.1. Results from a comprehensive assessment for adapted physical education eligibility
are reported in a (Sherrill, 2004, p. 149)
a. Full individual evaluation (FIE)
b. Dash-2
c. Individual Education Program (IEP)
d. ARD memo
39.2. To qualify for adapted physical education, the student must (Sherrill, 2004, p. 149)
a. Be in special education
b. Show substantial discrepancies between the student’s level of performance in
physical education and that of peers with similar age, gender, and background
c. Have a dislike for general physical education
d. Be able to participate safely in general physical education
40. Understand service delivery options for physical education in cooperation with a
multidisciplinary team 8.04.06.01.
40.1. If a student show signs of slight motor delay but is making progress in his/her general
physical education class, the adapted physical educator should (Auxter, Pyfer, &
Huettig, 2001, p. 255)
a. Consult with their physical education teacher to suggest necessary modifications
b. Work with the student independently during general physical education
c. Monitor student during general physical education without consulting physical
education teachers
d. All of the above
41. Understand adaptations or modifications of activities based on the student’s identified needs
8.04.06.02.
41.1. A modification for a student with visual impairment playing tennis could include
(Sherrill, 2004, p. 721)
a. Using bright colored balls
b. Placing a radio by the net so the student can know the direction to hit the ball
c. Put bells or a beeper in the ball
Standard 8
Assessment
d. All of the above
41.2. An activity that is not recommended for a student with atlantoaxial instability is
(Sherrill, 2004, p. 574)
a. Bowling
b. Forward rolls
c. A basketball unit
d. Tennis
42. Provide inservice for general physical educators on measurement and interpretation of
motor performance 8.04.07.01.
42.1. General physical educators may ask their principal to fund their participation in such
continuing activities such as (Sherrill, 2004, p. 65)
a. Workshops
b. Conferences
c. Courses
d. All the above
42.2. The general and adapted physical educator are required to meet basic knowledge
standards in (Sherrill, 2004, p. 144)
a. Measurement and evaluation
b. Assessment
c. Program evaluation
d. All the above
43. Understand the nature of decisions to be made regarding individuals with disabilities such as
placement, diagnosis and programming 8.04.07.02.
43.1. Placement decisions must be evaluated by an ARD committee (Smith et al., 2004, p.
103)
a. Once a semester
b. Once a year
c. Every six weeks
d. Every three years
43.2. Once a student qualifies for special education, they are to receive (Smith et al., 2004,
p. 103)
a. All services provided by special education
b. Only services in which they qualify
c. Services in which parents feel necessary
d. All of the above
Standard 8
Assessment
44. Understand how on-going assessment relates to programming decisions for individuals with
disabilities 8.05.02.01.
44.1. IEP goals are designed to be mastered by a student in (Smith et al., 2004, p. 103)
a. Six weeks
b. One semester
c. One year
d. Thirty days
44.2. On-going assessment can be used to determine (Block, 2000, p. 148)
a. The current progress of the student
b. Possible future goals and objectives
c. Possible changes in curriculum and teaching strategies
d. All of the above
45. Plan teaching based on assessment results 8.05.03.01.
45.1. Individual assessment results for a student who qualifies for adapted physical
education can be used to determine (Block, 2000, p. 119)
a. IEP goals and objectives based on the chronological age of the student
b. Curriculum in a general physical education setting
c. IEP goals and objectives based on individualized needs
d. All of the above
45.2. A student demonstrates a delay in cross lateral integration. A suggested goal could
include (Auxter, Pyfer, & Huettig, 2005, p. 139)
a. Stationary dribbling a ball with one hand using fingertips
b. Galloping with each foot leading
c. Balance activity in which student crosses over feet when traveling
d. Catching a tossed playground ball
46. Understand the difference between a full range of physical education services versus
essential physical education service options for individuals with disabilities 8.05.03.02.
46.1. General physical education primarily concentrates on (Sherrill, 2004, p. 65)
a. Individualized goals and one on one training
b. Curriculum, pedagogy, and instruction
c. School and community based in home training
d. Individual assessment and placement decisions
Standard 8
Assessment
46.2. In adapted physical education, implementing curriculum is based on (Block, 2000, p.
119)
a. Individualized goals based on assessment results
b. Chronological age developmental motor milestones
c. Generalized assumptions that students possess certain motor and behavioral
processes
d. State-wide curricula and fitness standards
47. Locate names of local/state/regional resources for assistance with motor assessment issues
8.05.04.01.
47.1. To seek assistance for motor assessment issues, available resources could include
(Sherrill, 2004, p. 8, 19)
a. American Alliance for Health, Physical Education, Recreation, and Dance
(AAHPERD)
b. Council for Exceptional Children (CEC)
c. International Federation of Adapted Physical Activity (IFAPA)
d. All of the above
47.2. Local resources available for parents to contact for motor assessment issues could
include (Sherrill, 2004, p. 73)
a. Adapted physical education specialist
b. Physical education teachers
c. Related service providers
d. All of the above
48. Utilize the appropriate statements with regard to the individual with a disability when
reporting assessment results 8.06.01.01.
48.1. Information on a student’s present level of performance could be based on all of the
following except (Auxter, Pyfer, & Huettig, 2005, p. 72)
a. Parents’ observations
b. Most recent evaluation of the child
c. General physical educator’s observations
d. Peer assessments
49. Understand the essential components of a comprehensive assessment report for use in
making recommendations for programming 8.06.02.01.
49.1. Recommendations in an assessment should include (Sherrill, 2004, pp. 178, 181)
a. Supportive data to reinforce recommendation
b. Opinion of the adapted physical educator
c. Student feelings about the assessment
d. Comments from the student’s special education teacher
Standard 8
Assessment
49.2. Which of the following is generally not included in the comprehensive assessment
report? (Sherrill, 2004, pp. 178, 181)
a. General recommendations regarding eligibility
b. Overall summary of test results
c. Behavioral observations during testing
d. Specific class schedule of services
50. Understand the potential for lesson plans and/or model lessons for general physical
education classes and inclusion experiences 8.06.03.01.
50.1. An ecological task analysis takes which of the following into consideration? (Sherrill,
2004, p. 198)
a. Assessment in a motor lab setting
b. Standardized criteria
c. Real life conditions and constraints
d. None of the above
51. Understand strategies that facilitate self-directed and independent participation of
individuals with disabilities within the movement environment 8.06.03.02.
51.1. For a blind student, the most appropriate community based sport would be (Sherrill,
2004, pp. 90-91)
a. Little league baseball
b. Fast pitch softball
c. Goalball
d. Wheelchair basketball
52. Understand how to collaborate and support other team members 8.06.03.03.
52.1. Which of the following is not a characteristic of effective collaboration? (Sherrill,
2004, pp. 74-75)
a. Using a consensus
b. Using an un-disciplinary approach
c. Cooperating
d. Providing positive interdependence
Standard 8
Assessment
Answer Key (98 questions)
1.1 b
1.2 c
2.1 b
2.2 a
3.1 c
3.2 d
4.1 a
5.1 d
5.2 b
6.1 c
6.2 c
7.1 c
7.2 d
8.1 b
8.2 c
9.1 a
9.2 c
10.1 d
10.2 d
11.1 a
11.2 b
12.1 a
12.2 d
13.1 d
13.2 c
14.1 d
14.2 d
15.1 d
16.1 d
16.2 c
17.1 d
18.1 d
18.2 d
19.1 b
19.2 b
20.1 c
20.2 d
21.1 d
21.2 b
22.1 b
22.2 c
23.1 c
23.2 d
24.1 d
24.2 c
25.1 c
25.2 b
26.1 b
26.2 a
27.1 b
27.2 d
28.1 c
28.2 d
29.1 b
29.2 a
30.1 a
30.2 d
31.1 a
31.2 d
32.1 d
32.2 b
33.1 d
33.2 c
34.1 c
34.2 a
35.1 d
35.2 a
36.1 c
36.2 a
36.3 c
36.4 d
37.1 b
37.2 d
38.1 b
38.2 a
39.1 a
39.2 b
40.1 a
41.1 d
41.2 b
42.1 d
42.2 d
43.1 b
43,2 b
44.1 c
44.2 d
45.1 c
45.2 c
46.1 b
46.2 a
47.1 d
47.2 b
48.1 d
49.1 a
49.2 d
50.1 c
51.1 c
52.1 b
Standard 8
Assessment
References
Auxter, D., Pyfer, J., & Huettig, C. (2005). Principles and methods of adapted physical
education and recreation (10th ed.). Boston: McGraw-Hill.
Block, M. (2000). A teacher’s guide to including students with disabilities in regular
physical education (2nd ed.). Baltimore: Brookes.
Burton, A., & Miller, D. (1998). Movement skill assessment. Champaign, IL: Human Kinetics.
Fischer, L., Schimmel, D., & Leslie, S. (2003). Teachers and the law (6th ed.). Boston: Allyn and
Bacon.
Sherrill, C. (2004). Adapted physical activity, recreation, and sport: Crossdisciplinary
and lifespan (6th ed.). Boston: McGraw-Hill.
Smith, E.C.T., Polloway, E., Patton, J.R., & Dowdy, C.A. (2004). Teaching students with
special needs in inclusive settings (4th ed.). Boston: Allyn and Bacon.
Winnick, J.P. (2005). Adapted physical education and sport (4th ed.). Champaign, IL: Human
Kinetics.