Essay on Chapter 18 Hped 3518 April almost 8 13

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section 18

cheats for assesment

why do you need to assess your students

what cariable do you plan to assess?

which usually tests purport to assess the top variabls that you have do you have the statistical abilities to interpret the assesment data? are you gonna be conducting a casual or a formal assesment?

how and with whom, will you share the assessment benefits

why evaluate?


-to identify requires

-to determine whether an individual requires further screening, additional encoding, or training program content material

participant progress

-are individuals meeting the course or perhaps program aims

program analysis

-is the program meeting the objectives for enhanced skill development classification

-placement of people by group

selecting the best evaluation

review all available assessments

is the check statistically valid, reliable and objective?

if the test is usually norm-referenced the norms founded on a inhabitants similar to the 1 you plan to assess? is the check instrument feasible to administer?

do you have the training and expertise to manage the test and interpret the results?

an excellent test

test feasibility

-which test may be administered in the least amount of time? -must you dispense the test to a single participator, or can it be administered to grups? - do you have all of the supplies and equipment required for test administration? -do you have the training and expertise to interpret the test results?

planning participants for assessment

to redue test out anxiety

-- test ecologically can be handled

-meet the participants physical needs: procedure for restroom fractures

meet the particiapnts psychological needs

-introduce test with dialogue

-reveal and what will be done throughout the test

-avoid the word " test"

-allow particpants to research the content

trainer preparation and data collection

do you have the necessary equipment to administer the examination? can you offer the standardized directions to students taking the evaluation? do you have a suitable score piece with extra pencils readily available? are you properly prepared to provide the examination without frequently referring to quality manual? in the event assessment requires obsercation, do you possess valid obersvational abilities? -are you able to acknowledge deviations from your norm?

-from what stage will you see

you must consider

interpreting the assessment data

need to have an understanding of measures of central tendency and measures of variability procedures of central tendency

-mean- arithmetic normal

-median- 50th percentile

-mode- score that apprears most frequently

measures of variability

-describes the spread of ratings

a measure of variability

-standard variation -- describes the degree to which the scores differ about the mean with the distribution -- s= sigma (standard deviation signal)

posting assessment benefits

share effects with parents, fellow educators, school, doctor, other pros -face to handle communication is the best way to share the crafted evauluation -avoid using complicated statistical terms or conditions that lay down public would not understand -have references designed for review and have program ideas available for parents and other experts

types of assesment musical instruments


-these instruments assess the " quality" of a persons performance -can determine placement of an individual over the developmental entier -compares and individual to him/herself over time

-common assessment procedures to get motor developmental researchers features of criterion referenced

-provides even more insight into development considerations

-provides a true developmental assessment


-more complicated to administer than norm-referenced assessments

57, seventy eight, 60

81-57= 24

81-60= 21 years old

21/24= 0. 875- 87. 5%

picked norm-referenced (NR) instruments

bayley scales of infant and toddler advancement III (2005) used for young children -subtests to recognize...