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Full-Text Articles in Education
Evidence-Based Assessment In Adapted Physical Education- Cognitive Outcomes: A Meta-Analysis, Sam R. Diskin
Theses and projects
There is little data to show evidence-based practices in adapted physical education and whether it is working or not. There is a lack of information currently on the frequency that assessments are being done, on the disabilities that are being assessed or should be assessed with each test, and on the uses of the assessments that are being done. The aim of this paper is to assess and synthesize all evidence-based practices on psychomotor outcomes in adapted physical education using a meta-analysis. Data was sourced from computerized searches using the following databases: SPORT Discus, PsycINFO, PsycARTICLES, Pub Med (Medline), Cochrane ...
Evidence-Based Assessment In Adapted Physical Education-Cognitive Outcomes: A Meta-Analysis, James Robert Kunkel
Theses and projects
There is little data to show evidence-based practices in adapted physical education and whether or not such practices are successful. Currently there is a lack of information on the frequency of which assessments are being administered, on the disabilities that are being assessed or should be assessed during each test, and on the uses for which assessments are being conducted. The aim of this paper is to assess and synthesize all evidence-based practices on cognitive outcomes in adapted physical education using a meta-analysis. Data was sourced from computerized searches using the following databases: SPORT Discus, PsycINFO, PsycARTICLES, Pub Med (Medline ...
Evidence-Based Assessment In Adapted Physical Education- Affective Outcomes: A Meta-Analysis, Breanna L. Ketel
Theses and projects
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 ...