Assessment Methods in Adapted Physical Activities

Job description: students develop an infographic of assessment approaches in tailored physical activity, comparing norms, criteria and performance-based evaluation. The infographic shall describe the nature, purpose, application possibilities, advantages and limitations of each approach in dealing with learners with special educational needs. The infographic should be designed as a methodical material for a sports teacher that can be used in professional activities.

Fulfillment conditions: work across. The infographic is designed digitally (for example, in Canva, PowerPoint, or another program) in one A3 format. The workshop shall present the infographic created in 3-5 minutes and justify the selected content and visual solutions.

Evaluation criteria: the accuracy and relevance of the information to the subject; the quality of comparison of assessment approaches; theoretical justification; practical applicability of the methodological material to the work of a sports teacher; visual design and presentation quality.

Job description: students in the group develop a catalogue of methodological evaluation tools for tailored physical activities. Each group selects 3-4 internationally recognised evaluation tools (e.g. TGMD-3, Brockport physical fitness Test, Six minute walk Test, timed up and go, etc.) and produces a methodological description for each instrument. The description shall describe the purpose of the instrument, the areas to be assessed, the target group, the conditions of use, determine which assessment approach (based on norms, criteria or performance) it belongs to, as well as reasonably justify its suitability for a specific pedagogical situation in working with learners with special educational needs. At the end of the semester, the works of all groups are compiled into a common digital catalogue of methodological materials.

Fulfilment conditions: group work (3-4 students). Prepare a digital methodological catalogue and 10-minute presentation at the workshop. Each member of the group shall present at least one evaluation tool chosen and justify its use.

Evaluation criteria: compliance of the selected evaluation tools with the theme; accuracy of methodological descriptions; accuracy of the determination of assessment approaches; theoretical justification; practical applicability to the work of a sports teacher; cooperation within the group; presentation quality.

Job description: A student shall receive a pedagogical situation prepared by the lecturer regarding a learner with special educational needs in accordance with the drawing procedure: a child with autism spectrum disorders; a child with cerebral stroke; a child with visual or hearing impairment; a child with intellectual development disabilities; a child with a chronic condition; child after long-term injury; a child with behavioural and emotional disorders. Based on a description of the situation, the student shall analyse the individual needs of the student, select the most appropriate assessment methods and instruments, justify his or her choice, determine the information to be obtained during the assessment process and develop an assessment plan for further implementation of adjusted physical activities.

Fulfillment conditions: individual work. Each student shall receive a different pedagogical situation in accordance with the drawing procedure. Prepare a written analysis of the situation (2-3 A4 pages) and a 5-minute oral presentation at the seminar, arguing the professional decisions taken.

Evaluation criteria: quality of the analysis of the pedagogical situation; the validity of the choice of assessment methods and instruments; the logic and sequence of the assessment plan; theoretical justification; the reasoning of the conclusions; the use of professional terminology; presentation quality.

Job description: At the end of the study course, the student shall submit a professional portfolio in which he or she summarises the independent work developed during the course and demonstrates the ability to select, justify and use assessment methods and instruments in adapted physical activities. The portfolio includes improved methodological materials developed during the study course, analysis of the pedagogical situation and other works prepared during the course, which characterise the professional development and competence of the student in the field of assessment. At the end of the study course, the student presents the portfolio and demonstrates practical application of the chosen assessment methods and instruments, arguing the professional decisions taken.

Fulfilment condition: individual examination: portfolio is created throughout the study course and submitted at the end of the study course.

During the final presentation (10-15 minutes) the student shall:

• present the professional portfolio;
• justify the selection of the methodological materials included in the portfolio;
• demonstrate the practical application of one selected evaluation tool or method;
• answers the lecturer’s questions by arguing the professional decisions taken.

Evaluation criteria: completeness and quality of portfolio content; theoretical justification and practical applicability of methodological materials; the validity of the choice of assessment methods and instruments; professional reasoning; the quality of the practical demonstration; the use of professional terminology; presentation quality.