SAN FRANCISCO STATE UNIVERSITY Department of Kinesiology

Transcription

1 SAN FRANCISCO STATE UNIVERSITY Department of Kinesiology KIN 539: Motor Assessment for Individuals with Mild Disabilities Instructor: Dal Moon, Ph.D. Office: Gym Class meets: 4:10 am 6:55 pm, M, Gym 113 Office Hours: M/W 2:00 3:30 pm & by appointment *Please note that the assigned readings and procedures stated in this syllabus are subject to change. Any changes in the course calendar are at the discretion of the instructor and will be announced in class. For most up-to-date information on each week s content, please visit ilearn. I. Textbook and other readings Horvat, M., Block, M.E., Kelly, L.E. (2007). Developmental and adapted physical activity assessment. Champaign, IL: Human Kinetics. Additional readings will be posted on I Learn. Selected References: Auxter, D., Pyfer, J., & Huettig, C. (2001). Principles of methods of adapted physical education and recreation. (9 th ed.). New York, NY: McGraw-Hill. Burton, A.W., & Miller, D.E. (1998). Movement skill assessment. Champaign, IL: Human Kinetics. Hardman, M.L., Drew, C.J., & Egan, M.W. (2011). Human Exceptionality: School, community, and family (10 th ed.). USA, Cengage Learning. Sherrill, C. (1998). Adapted physical activity, recreation and sport: Cross disciplinary and lifespan (5 th ed.). New York, NY: McGraw-Hill. Winnick, J.P. (2011). Adapted physical education and sport (5 th ed.). Champaign, IL: Human Kinetics. II. Course Description This course is designed to enhance your understanding of the fundamental concepts of assessment and of issues related to assessing individuals with disabilities and adapted physical education. This course will focus on the needs of students in professional preparation as well as students interested in the basic science issues related to adapted physical activity. This course is intended to help to (a) understand assessment process related to adapted physical education, (b) understand the basic psychometric theory, (c) build competence and knowledge on the use of standardized assessment tools and authentic assessment, (d) communicate the results of 1

2 measurement with other professionals and parents, and (e) employ the results of measurement to programs for individuals with disabilities. III. Course Student Learning Outcomes [SLOs] At the completion of the course, you will be able to: 1. Demonstrate understanding of relevant legislation relating to assessment of students with disabilities from backgrounds and a broad range of settings. [APEAA# 2, 3] 2. Select and administer appropriate assessment tools and assistive devices (e.g., TGMD-2, Brockport, APEAS-2, etc.) for students with disabilities. [APEAA # 5, 6] 3. Describe and interpret assessment results of individuals with disabilities to set goals and objective for APE programs. [APEAA # 5, 7] 4. Demonstrate effective communication by continuous participation in group discussions and presentations on topics of assessments tool and instruments for individuals with disabilities. [APEAA, # 4, 10, and 13] IV. Expectations and Classroom Policy 1. I expect you to complete the required readings, assignments, class activities and exams. 2. Please show respect for other in the class. When someone is talking, please refrain from side comments and/or cross talk. 3. Cell phone must turned silent and usage is not permitted in class. 4. Tests will be given throughout the semester as scheduled. All students are also required to be in class to take the final exam. Students who miss a test will receive zero. Make-up exams will be permitted only when I have been notified about your circumstances and via before the exam week and I consider that the circumstances warrant an exception. If you need special arrangements, you must discuss options with the instructor. 5. All paper assignments should be turned in at the beginning of the class by the due date. 6. Late assignments will still be accepted after the due date with penalty (half credit). 7. Use of computers for the purpose of no e taking is permitted; however, using a computer for other purposes not directly related to the course (i.e., , Facebook) is not permitted. It may distract other students. 8. I will post lecture slides on ilearn for each class; however, my complete lecture notes will NOT be posted. 9. If you to the instructor for questions asked in which the answer is in syllabus or ilearn will NOT be answered V. Course Assignments and Descriptions 2

3 Reading All students are expected to read all of the reading assignments. It is highly encourage completing the reading assignment prior to each class. The purpose of this assignment is to help supplement and complement materials discussed in the class. Tests (45 %) - Three tests: 15 % each Students will be given tests to check for understanding of content material. Absence of test will be zero and no make-up test will be allowed to you under normal circumstance. If you need a special arrangement, you MUST discuss options with the instructor before the test day. All tests will cover the information from the lectures and reading assignments. Participation (29 %) Attendance (20 %) Attendance is required and will be taken. Since class attendance will be taken at the beginning of class, please be on time to be sure you are counted as here. If you come after attendance has taken, you will receive a penalty (one percentage point). Coming to class late or leaving class early is disruptive and disrespectful. If you need to leave before the class is finished, please let me know at the beginning of class so I understand why you are leaving early. It is not necessary to inform me that you will not be attending a class unless arrangements need to be made. Each time you are absent, 2 percentage points will be deducted. Only serous and compelling reasons can be used as an excused absence and you must contact the instructor in advance. If you miss class, you are responsible for class materials so you will need to contact class mates what you miss. You may not make up credit for in class activities. If you end up with perfect attendance, you will earn up to 20 percentage points. - Class activities (9 %) There will be a number of in class activities. Three of these activities will count toward your grade. Each activity is worth 3 percentage points. I will post the worksheet on ilearn for each activity and you will need to print and bring in a hard copy to class. You can still submit your work other than the worksheet I post with penalty (- 1%). You may not make up these activities. Assignments (26 %) There will be outside class assignments will be given throughout semester. - Posting test questions (12 % total and 4 % each) There will be 3 times you will write and post your test questions on the forum of I Learn. Write 10 questions from the lecture and/or required readings. Questions must be multiple choice questions (at least four answer choices) only and you must provide an appropriate answer, and source of each question. Each question must be precisely written, and the content of questions should address the important points/issues from the lecture and/or reading assignments. Your questions may be used for a portion of the exam. Each test 3

4 question will be graded in three levels (2, 3, or 4). 4 will be converted to 4 percentage points; 3 will be converted to 3 percentage points; and 2 will be converted to 2 percentage points toward your grade. All of classmates can view your questions and study from them as well. The purpose of the test questions is to help build a habit of study after each lecture. Each of this assignment is worth 4 percentage points. Late assignments will still be accepted after the due date with penalty (half credit 2%). - Assessment Report (5 %) The purposes of the assessment report are to gain competence and knowledge in using a standardized instrument and to be able to effectively communicate the results of measurement with other professionals. You are required to administrate a standardized test and/or alternative assessment to an individual with disability. The report should include following information: A. Text page a) Demographic information (e.g., age, gender, grade, disability condition, and etc) b) Result of the assessment and interpretation of the scores c) Summary and suggested goals based on the results of measurement B. Appendix a) Scoring sheets - Development of Alternative Assessment (9 %) The purpose of this assignment is building a competence of using alternative assessment. It can be targeting for a specific child or a classroom. Before you start to develop an alternative assessment, you need to consider the following four factors: (a) attributes of work (performance) to be assessed, (b) indicators for attributes of work (performance), (c) specific circumstance and environment of assessment as well as (d) individuals or group of individuals to be assessed. Potential examples for attributes of work (performance) can be physical fitness, motor skills, attitude, and etc. This assignment includes two parts: 1) paper and 2) class presentation. Your paper and class presentation should include the following information (a) descriptions of attributes of work you want to assess, (b) descriptions of classroom environment, (c) scoring system if you choose to score or descriptions of rubric, (d) evidence of considering psychometric properties, and (f) references. All contents of the assessment report must be typed using a single-spaced format with extra line between paragraphs. Please use Times New Roman 12 point font and 1 margins. One written report as a group will be posted on the forum of ilearn. This assignment is worth 9 percentage points. If you use any references, please provide list of reference using the APA format. No specific length is required to this assignment. VI. Evaluation Criteria 4

5 Students will be evaluated based on the following contents: Assignments Grade (3) Tests 45 % Participation (3 Class Activities) 9 % (3) Posting test questions 12 % Assessment Report 5 % Alternative Assessment 9 % Participation (Attendance) 20 % Total 100 % If your final percentage is not an integer, I will round up for.5 or greater, and round down for.4 or less. The numerical grade is then matched to the scale listed below: A % B 84 86% C 74 76% D 64 66% A % B % C % D % B % C % D % F Below 60% VII. Others Academic Dishonesty Statement on Cheating and Plagiarism: Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving one s grad or obtaining course credit; such acts also include assisting another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term cheating not be limited to examination situation only, but that it include any and all actions by a student that are intended to gain an un-earned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one s own work. Penalties for cheating and plagiarism range from 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more information on the University s policy regarding cheating and plagiarism, refer to the University Catalog ( Polices and Regulations ). Students Who Need Accommodations Americans with Disabilities Act (ADA) Accommodation: The University is committed to providing reasonable academic accommodation to students with disabilities. The Disability Programs and Resources Center provides university academic support services and specialized assistance to students with disabilities. Individuals with physical, perceptual, or learning disabilities as addressed by the Americans with Disabilities Act should contact Services for Students with Disabilities for information regarding accommodations. Please 5

6 notify your instructor So that reasonable efforts can be made to accommodate you. If you expect Accommodation through the Act, you must make a formal request through Disability Programs & Resource Center in SSB110, Telephone

7 VIII. Tentative Schedule (Subject to Change) Date Topics Reading/Assignments Week 1 Syllabus & Course Overview Course Syllabus Aug. 25 Week 2 Labor Day: No class Sept. 1 Week 3 Sept. 8 Whom You Are Assessing Individualized Education Plan Horvart et al., Ch. 1 & debettencourt (2002) Week 4 Sept. 15 Assessing Physical Fitness Brockport Horvart et al., Ch. 7 Worksheet #1 Due in class Week 5 Sept. 22 Why You Are Assessing Getting to Know the Child Horvart et al., Ch. 2 & 3 Test Questions #1 Due Tuesday Sept. 23th by 11:59 PM Week 6 Test #1 Sept. 29 Week 7 Oct. 6 Week 8 Oct. 13 Week 9 Oct. 20 Basic Measurement Concept Test of Gross Motor Development (TGMD-II) TGMD-II cont. Adapted Physical Education Assessment Scale/Assessment Reports Burton (1998) TGMD Manual TGMD Manual Worksheet #2 Due in class APEAS Manual Worksheet #3 Due in class Week 10 Oct. 27 Week 11 Nov. 3 Week 12 Nov. 10 Week 13 Nov. 17 Week 14 Nov. 24 Week 15 Dec. 1 Week 16 Dec. 8 Week 17 Dec. 15 Various Disabilities Test #2 Selecting an Appropriate Assessment Instrument Selecting and Administering Tests Group Presentation Discussion Authentic Assessment Test Accommodation Fall Recess: No class Physical Activity Measurements in Persons with Disabilities Group Presentations Group Presentations cont. Test #3 Test Questions #2 Due Tuesday Oct. 28th by 11:59 PM Horvart et al., Ch. 4 & 5 Assessment Report Due Monday Nov. 17 by 4:10 PM Zhu (1997) Test Questions #3 Due Tuesday Dec. 2nd by 11:59 PM Alternative Assessment Due Monday Dec. 8 by 4:10 PM 7

8 Fall 2014 AS OF AUGUST 11, 2014 THIS INFORMATION IS SUBJECT TO CHANGE College of Health and Social Sciences Standard Wording for All Syllabi From: Interim Dean Alvin Alvarez B. CHSS Policy Syllabi are to incorporate the Academic Senate Policy regarding finals week, the deadlines or withdrawals, late adds, CR/NC option and information related to course registration and Disability Programs and Resource Center. A sample listing of the required College policies are shown below. Final Exam: According to Academic Senate policy F76-12 a time period is set aside at the end of each semester for a formal examination period. All classes are expected to meet during the final examination period whether an examination is given or not. The final examination schedule is published each semester in the Class Schedule. CHSS Withdrawal Policy: The last day to drop a class is September 8 th, 2014 until 11:59pm. Starting September 9 th November 21 st, 2014 you must submit a withdrawal petition. Withdrawal from a class starting September 9 th, 2014 will be considered for serious and compelling reasons only and must have accompanying documentation. The following reasons are not considered serious and compelling: Changing your major, poor performance, class not required for graduation/major, or more time needed for other classes. If you wish to withdraw from class due to unexpected changes in your work schedule, illness or family emergencies, documentation will be required, along with a copy of unofficial transcripts. If you are requesting a withdrawal, bring your petition and appropriate documentation to the instructor. From November 22 nd December 15 th, 2014 you may not withdraw from a class or the University, except in the case of a serious documented illness or verified accident. CR/NC Option: The last day to request CR/NC option is October 20 th, 2014 until 11:59pm. The Associate Dean will not approve requests for changes if you miss this deadline. Late Add Policy: The period to add classes via permit numbers is August 25 th - September 8 th, The period to add classes by Exception (2 nd set of permit numbers) is September 9 th -22 nd, It is your responsibility to procure a late permit number from your instructor and add the class. Faculty cannot add you into a class. Starting September 23 rd, 2014 a Waiver of College Regulations form must be signed by your instructor, Chair and CHSS Associate Dean to add. This will be approved only if there was an administrative error. Check your registration through SF State Gateway: Sign up for CR/NC, drop and add classes by the appropriate deadline online through SF State Gateway. ALWAYS check your registration after making any changes and BEFORE deadlines to be sure you are registered properly for your classes. This is a student responsibility. Deadlines for all registration procedures, including withdrawals and requests for credit/no credit, are listed in the class schedule and will be strictly adhered to by the instructor, the Department Chair and the Associate Dean of College of Health & Social Sciences. This can be viewed on the Registration Calendar at the following website: Disability Programs and Resource Center: Students with disabilities who need reasonable accommodations are encouraged to contact the instructor. The Disability Programs and Resource Center (DPRC) is available to facilitate the reasonable accommodations process. The DPRC, located in SSB 110, can be reached by telephone at (voice/tty) or by at dprc@sfsu.edu. 8