Graduation Date
Summer 2017
Document Type
Thesis
Program
Master of Science degree with a major in Kinesiology, option Exercise Science
Committee Chair Name
Dr. Rock Braithwaite
Committee Chair Affiliation
HSU Faculty or Staff
Second Committee Member Name
Dr. Christopher Hopper
Second Committee Member Affiliation
HSU Faculty or Staff
Third Committee Member Name
Sean Healy
Third Committee Member Affiliation
HSU Faculty or Staff
Keywords
Adapted physical education, Affective outcomes, Assessment, Formative assessment, Summative Assessment
Subject Categories
Education
Abstract
Currently there is a lack of evidence about assessment in adapted physical education (APE) settings concerning the justification for methods or curricula being implemented by teachers in their classrooms, that is perhaps due to a lack of understanding of the central notion of evidence-based practices (Jin & Yun, 2010). The purpose of the current investigation was to conduct a meta-analytic review that evaluates assessment practices to determine the overall effect on specific student affective outcomes. A secondary purpose was to evaluate the moderating effects of different methodological, sample, and study variables. Electronic database searches were performed in SPORT Discus, PsycINFO, PsycARTICLES, Pub Med (Medline), Cochrane Database, Omni File Full Text Mega, ProQuest, Child Development and Adolescent Studies, and ERIC using variations of the keywords: assessment, testing, test, measurement, evaluation, formative assessment, summative assessment, norm-referenced, criterion-referenced, affective, cognitive, psychomotor, mastery learning, rubrics, testing, on-going, and standardized. Articles retained for the current meta-analysis met the following criteria: (a) Study is conducted in Physical Education/ Physical activity setting in which inclusion of students with disabilities occurs between the age 3-22, (b) describes or uses an assessment practice, method, instrument, or intervention for students during participation in the physical education/ physical activity setting to measure progress, learning, and/or levels of functioning, (c) includes quantitative descriptive statistics and/or correlations to estimate an effect size, and (d) is in the English language and was conducted/published between January 1970 and February 2015. The average treatment effect for all evidence-based assessments (across all affective outcomes) was small (g = -0.43; SE =.24; 95% C.I.= -0.89, 0.04; p > 0.05) and non-significant favoring control groups or conditions. There was n significant heterogeneous distribution for affective outcomes and moderator (Subgroup) analyses, however, given that the confidence interval was both positive and negative results and not tenable. As a result of the findings, more research, with quantitative data, needs to be done to prove the effectiveness of evidence-based assessments in adapted physical education.
Citation Style
APA
Recommended Citation
Ketel, Breanna L., "Evidence-based assessment in adapted physical education- affective outcomes: A meta-analysis" (2017). Cal Poly Humboldt theses and projects. 65.
https://digitalcommons.humboldt.edu/etd/65
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Health and Physical Education Commons