CALIFORNIA STATE UNIVERSITY, LONG BEACH
COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF KINESIOLOGY AND PHYSICAL EDUCATION
COURSE OUTLINE
I. GENERAL INFORMATION
A. Course Number: KPE 427/527.
B. Title: Physical And Motor Assessment
C. Units: 3
D. Prerequisites: Upper Division or Graduate Standing (KPE 315 or equivalent and KPE 320 or equivalent).
E. Course Classification: 2 units at 04 Sem, 1 unit at 13 Act
F. Faculty: Lavay, Fisher
G. Term offered: Spring
H. Prepared by: Barry Lavay
I. Date of Submission: September. 2001
II. CATALOG DESCRIPTION
KPE 427/527 Physical and Motor Assessment (3) S
Prerequisites: KPE 315 or equivalent and KPE 320 or equivalent, Upper Division undergraduate or Graduate standing. Consent of instructor required for graduate students prior to registration. The course includes the selection, evaluation, administration and interpretation of various tests used in the physical and motor assessment practices of individuals with disabilities. The course is a requirement toward the Adapted Physical Education Specialist Credential. Upper-division students register in KPE 427; graduate students register in KPE 527. Traditional grading only (Lecture, Laboratory).
III. EXPECTED OUTCOMES
Upon successful completion of the course the student will be able to:
1. Identify terminology and measurement principles used in the assessment of individuals with disabilities.
2. Explain various public laws as they pertain to current motor assessment practices for individuals with disabilities (i.e., IDEA, 1997).
3.
Formulate an individualized education program
(i.e., IEP or IPP) of physical education that includes goals and
objectives as determined by the interpretation of test score results and as
defined by the law (IDEA, 1997).
4. Distinguish among the movement factors effecting reflexes, sensory systems, motor patterns, physical/motor fitness, posture and general movement in order to effectively evaluate the physical performance of individuals with various disabilities and age groups.
5.
Differentiate among general and specific guidelines for test
selection and such test characteristics as validity, reliability and
administrative feasibility.
6.
Apply various measurement principles and statistical procedures
such as standard deviation, percentile rank, standard scores, and stanine scales
into the interpretation of test score results.
7.
Describe the differences that exist regarding standardized tests
and informal tests including the quantitative and qualitative test aspects as
well as advantages and disadvantages of; norm-referenced, criterion-referenced,
content-referenced standard tests, rubrics, checklists, task analysis
procedures, rating scales, and progress reports.
8.
Plan strategies for streamlining the assessment process such as
obtaining background information about the individual, preparing the test
environment, and streamlining the recording of the data.
9.
Interpret test score results in order to make proper decisions
regarding placement, programming, and progress for individuals who vary in age
ranges and types of disabilities.
10.
Implement, record, and interpret various standardized test
instruments that are appropriate for individuals with various disabilities
including individuals with severe disabilities and preschool disabilities from
each of the following motor assessment categories:
a. general motor ability
b. health-related and motor
fitness tests
c. sensory and perceptual-motor
tests
d. posture, gait,
and body alignment
e. sport classification tests
11. Evaluate the benefits, limitations and problems related to using a variety of standardized test instruments and procedures specific to the unique needs of individuals with disabilities and when necessary
12. Construct informal test instruments or modify procedures (i.e., rubrics, checklists) to measure unique motor needs.
IV. TEXTS
Burton, A. W., Miller, D. E. (1998). Movement skill
assessment. Champaign IL: Human Kinetics.
Seaman, J. (1995). (Ed). Physical BEST
and individuals with disabilities. Reston, VA: American Alliance for Health,
Physical Education, Recreation and Dance.
Readings
Packet KPE 427/527 for course that includes current class notes, articles, and
assignments. Campus Copy Center
V. COURSE OUTLINE
A. What is assessment
1. Definitions and principles
2. Purpose and justification of assessment process
3. Current assessment practices, problems & issues
B. Assessment & the public law
1. Current assessment issues specific to the law
2. Current assessment practices specific to the law
C. Writing the Individualized Education Program (IEP)
1. The elements of the IEP
2. Interpretation of test scores to write the IEP
D. Competencies for identifying & observing movement
1. Identifying normal and atypical movement performance with regard to reflexes, motor patterns, physical/motor fitness, posture and general movement.
2. Developing observation techniques for various movement parameters
E. Proper test selection
1. General & specific guidelines for test selection
2. Characteristics of assessment instruments
a. Validity
b. Reliability
c. Administrative feasibility
3. Appropriateness of assessment instruments (making modifications)
F. Streamlining the assessment process
1. Obtaining background information about the individual
2. Preparing the test environment
3. Streamlining the recording of the data
G. Measurement principles and statistical procedures
1. Understanding types of scores
a. Standard deviation
b. Percentile rank
c. Standard scores
d. Stanine scale
H. Standardized tests and informal tests
1. Norm-referenced tests
2. Criterion- referenced tests
3. Content-referenced tests
4. Rubrics and cChecklists
5. Task analysis
6. Rating scales
7. Progress Reports
I. Interpretation of the data to make proper programming decisions
1. Preparing the test data
2. Interpreting the test data
3. Reporting the test data- student profile
4. Writing the assessment summary report
5. Determining criteria for eligibility/placement
J. Implement, record, and interpret various standardized test instruments that are appropriate for individuals with various disabilities from various motor assessment categories
1. Issues and strategies for testing individuals with severe disabilities
2. Preschool disabilities
3. General motor ability
4. Health-related Physical fitness
5. Perceptual Motor
6. Posture and Body Alignment Testing
7. Standard Sports Classification for Disabled Athletes:
K. Administer and interpret various standardized test instruments that including the following (laboratory material content
1. Fiorentino Reflex Testing
2. Brigance Diagnostic Inventory
3. Denver Developmental Test II
4. Test of Gross Motor Movement II (TGMD)
5. APEAS Elementary/Secondary
6. LA CARE-R
7. Hughes Basic Motor Ability Test
8. Bruinicks-Oseretsky Test of Motor Profiency
9. Project Active NY State Revised Motor Posture Test
10. Brockport Physical Fitness Test
13. FITNESSGRAM
14. Manual Muscle Testing
15. MOVE Top Down Motor Milestone Testing
16. Dynamic Gait Testing
17. Functional Independence Measure (FIM)
VI. METHODS OF PRESENTATION
A. Lecture‑Discussion
B. Demonstration‑Practice
C. Readings
D. Practicum and Observations
E. Student Presentations and Teaching Experiences
F. Written Assignments
VII
METHODS OF EVALUATION
KPE 427 undergraduate students
A. Two written exams
B. Comprehensive final exam
C. Standardized laboratory assessment review and presentation
D. Assessment summary profile report of an individual with special needs
KPE 527 graduate students
A. Two written exams
B. Comprehensive final exam
C. Standardized laboratory assessment review and presentation
D. Assessment summary profile report an individual with special needs
E. Assessment paper/project: a 15 page paper with a minimum of 15 references, following APA writing style with the assessment topic agreed upon by professor and student.
VIII Bibliography
Auxter, D., Pyfer, J., & Heutting, C. (2001). Principals and methods of adapted physical education and recreation. (9th ed.).St. Louis: C. V. Mosby.
Burton, A. W., Miller, D. E. (1998). Movement skill assessment. Champaign IL: Human Kinetics.
Cheetum, B. A, & Hammond, A. A. (2000). Physical activity for improving children’ learning and behavior. Champaign IL: Human Kinetics.
Dunn, J. M. (1997). Special physical education: Adapted, individualized, developmental. (7th ed.). Madison, WI: Brown and Benchmark.
Eichstaedt, C. B. & Lavay, B. (1992). Physical activty for persons with mental retardation: Infant to adult. Champaign, IL: Human Kinetics.
Fiorentino, M. R. (1981). Reflex testing methods for evaluating C.N.S. development (2nd ed.). Charles C. Thomas.
Horvat, M. & Kalakian, L. (1996). Assessment in adapted physical education and therapeutic recreation. Madison, WI: Brown and Benchmark.
Jansma, P. & French, R. (1994). Special physical education. (2nd. ed.). Englewood Cliffs, NJ: Prentice-Hall.
Jansma, P. (1999). The psychomotor domain and the seriously handicapped.
(5th ed.). Lantham MD: University Press of America.
Jones, J. A. (1988). (Ed). Training guide to cerebral palsy sports. Champaign, IL: Human Kinetics.
Kelly, L. (1995). (ed.). Adapted physical education national standards. Champaign, IL: Human Kinetics.
Lasko-McCartney, P., & Knopf, K. (1988). Adapted exercise for the disabled adult. Dubuque IA: Eddie Bowers.
Lepore M., Gayle G. W., & Stevens S. (1998). Adapted aquatics programming. Champaign, Ill: Human Kinetics.
Liberman, L. J., Cowart, J. F., (1996). Games for people with sensory impairments. Champaign IL: Human Kinetics.
McCall, R. M. & Craft, D. H. (2000). Moving with a purpose: Developing programs for preschoolers of all abilities. Champaign IL: Human Kinetics.
Paciorek, M. & Jones, J. (1994). Sport and recreation for the disabled: A resource manual. Carmel, IN: Cooper Publishing.
Rimmer, J. (1994). Fitness and rehablitation programs for special populations.
Dubuque, IA: WCB Brown & Benchmark.
Seaman, J. (1995). (ed). Physical BEST and individuals with disabilities. Reston VA: American Alliance for Health, Physical Education, Recreation and Dance.
Sherrill, C. (1998). Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan. (5th ed.). Dubuque, Iowa: Wm. C. Brown.
Wessel, J. A., & Kelly, L. (1986). Achievement-based curriculum development in physical education. Philadelphia: Lea & Febiger.
Winnick, J. P. (2000). Adapted physical education and sport. (3rd. ed.). Champaign Ill., Human Kinetics.
Winnick, J. P. & Short, F. X. (1998). The brockport health related physical fitness test. Champaign, IL: Human Kinetics.
IX JUSTIFICATION
A requirement of all California State University Specialist Credential Programs in Adapted Physical Education is to provide instruction in measurement and evaluation procedures and concepts for assessing the movement performance of individuals with disabilities. This course is designed to prepare the adapted physical education teaching and kinsiotherapy major to effectively select, administer, and interpret tests score results in order to effectively evaluate the physical and motor assessment of individuals with disabilities. The course is double numbered as an undergraduate (400 level) and graduate course (500 level) because the course is required for the Adapted Physical Education Specialist Credential at both the undergraduate and graduate level.