Libros De Ciencia

TEST OF GROSS MOTOR DEVELOPMENT Test Administration and Scoring Procedures Time Requirements During the collection of norms, approximately 15 minutes was required to assess one child. Testing time will vary with the age of the child and ability of the test administrator. Test administrators should have several balls available for the striking, catching, kicking, and throwing items to minimize thetime spent on retrieval after each trial. Testing Conditions The testing environment should be arranged to minimize distractions and according to specific directions for each item. The equipment specified in each item is commonly found in motor skill programs and is listed in the directions for each item. Testing conditions should be arranged prior to beginning the test to help minimizeadministration time. A list of needed equipment is described below. Student Record Book • Masking tape, chalk, traffic cones, or other marking devices • 4-6 inch light-weight ball • Plastic bat • 8-10 inch playground ball • 6-8 inch sponge ball • 8-10 inch plastic or slightly deflated playground ball • Tennis ball Students should wear rubber soled shoes for testing. This minimizes the chance of slippingand falling, thus promoting safety and maximum effort in performing many of the locomotor skills. General Guidelines for Test Administration The examiner can assure a reliable administration of the test by following several general guidelines. 1. Read the entire test to acquaint yourself with items, equipment, directions, and performance criteria. 2. Practice administering the test several times. 3.Establish rapport with the child. Initiate friendly conversation emphasizing how much fun he or she will have performing the skills. Encourage the student to give maximum effort. Using terms such as “throw hard” or “jump far” will promote the best efforts. For young children, explain that several of the skills may be too hard for them to perform and they are not expected to be good at everything.Provide positive reinforcement for effort in attempting to perform skills that are beyond their ability. 4. Although the test administrator should observe one student performing at a time, it may be more economical in terms of time to test two or three students together. As each child is assessed on an item, the other students are encouraged to watch and rest. If testing students in a group,alternate the sequence of individuals so that one student does not always go first or last. Standard Procedures Standardized procedures must be followed when the child’s scores are to be compared with available norms. If the examiner is not interested in comparing a student’s scores with the normative data, adaptations of the procedures with the performance criteria can be made to meet the uniqueneeds of the

1

examiner. Instructional decisions can be made without reference to test norms. The following requirements are standard for administering each test item in an attempt to minimize any discriminatory practices: 1. Fill in the appropriate information on the cover sheet of the Student Record Book. 2. Precede assessment with an accurate demonstration and verbal request. 3. Provide apractice trial to assure that the student understands what to do. 4. Provide one additional demonstration when the student does not appear to understand the task. Standard Scoring Criteria Each gross motor skill includes three of four behavioral components that are presented as performance criteria. In general, these behaviors represent a mature pattern of the skills. The specific steps in scoringall items are listed below. 1. Require the subject to perform three trials of each gross motor skill. 2. Observe the student performing the skill and concentrate on the performance criteria. 3. Where the student performs a behavioral component two out of three trials correctly, mark a “1” in the appropriate box in the correct assessment column. Where the student does not perform a behavioral...