Individuals with visual impairments (VI) trend toward lower motor competence when compared with peers without VI. Various forms of perception often affects motor competence. Thus, it is important to explore factors that influence forms of perception and their differential effects on motor competence for those with VI. Therefore, the purposes of…

This paper aimed to investigate different dimensions of motor competence (MC) by using four commonly administered MC assessment tools (Test of Gross Motor Development-3, Bruininks-Oseretsky Test of Motor Proficiency-2 Short Form, Körperkoordinationtest Für Kinder, and Movement Assessment Battery for Children-2) in a sample of 184 girls…

This study aimed to examine the relationship between motor skills and social skills of preschool children regarding to age, gender, and body mass indexes. A total of 160 typically developing preschool children from the 5-6 age groups participated in the study. The families of the children gave consent forms to participate in the study. The Test of…

Background: Assessing the speech production of multilingual children is challenging for speech-language therapists (SLTs) around the world. Scientific recommendations to improve clinical practice are available, but their implementation has mostly been described in studies from English-speaking countries. Aims: This survey aimed to describe the…

Purpose: Standardized norm-referenced tests are an important aspect of language assessment for school-age children. This study explored the language test selection practices of school-based speech-language pathologists (SLPs) working with elementary school children suspected of having developmental language disorder. Specifically, we investigated…

Standardized norm-referenced language assessments are used to identify developmental language disorder (DLD) in bicultural Navajo children. However, these assessments do not include normative data for Navajo children, the majority of whom are exposed to both Navajo and English, and consequently the assessments may not reflect their true language…

The institutions in education use various assessment methods to decide on the proficiency levels of students in a particular construct. This study investigated whether the decisions differed based on the type of assessment: norm-and criterion-referenced assessment. An achievement test with 20 multiple-choice items was administered to 107 students…

The "Rating Scale of Impairment" (RSI; Goldstein & Naglieri, 2016b) is a norm-referenced measure of functional impairment. The RSI measures impairment in six domains, as well as overall impairment, based in part on the International Classification of Functioning, Disability, and Health. Functional impairment, as defined by the ICF…

This study with 850 students examined the interrelations of students' own and perceived teacher reference norms in combination with estimating the relations of these constructs to self-concept in the domain of mathematics. All reference norms were positively interrelated. Regression models yielded different results across school tracks: In…

Standardised tests play an important role in early childhood (EC) education in many countries. Although teachers' conceptions largely determine whether and how these instruments are used, research on this topic is scarce. As a result, factors that influence conceptions of standardised testing have remained largely unexplored. To examine teachers'…

Purpose: This study aimed to compare the result assessment approaches used in the widely implemented health-related fitness batteries in school-based physical education programs. Method: Fitness test batteries implemented in the European Union (Assessing Levels of Physical Activity and Fitness), China (China's National Physical Fitness Testing),…

The objective structured practical examination (OSPE) is a reliable assessment of practical skills in anatomy teaching. It is often administered as low-stake assessments to track progress at multiple time points in anatomy curricula. Standard-setting OSPEs to derive a pass mark and to ensure assessment quality and rigor is a complex task. This…

The purpose of this article is to provide evidence of the technical adequacy of the Assessment, Evaluation, and Programming System--Third Edition (AEPS-3). The AEPS has long been identified as one of the most psychometrically sound early childhood curriculum-based assessments. In this article, results of three studies of technical adequacy are…

There is a dearth of research in aquatic motor competency, a key requirement for primary physical education in order to become physically literate. This study proposes a new assessment protocol for aquatic motor competence and sets out to examine the validity of the Aquatic Movement Protocol (AMP) in children between 7 and 9 years of age. Testing…

Aim: To examine the latent structure of the "Test of Gross Motor Development--Third Edition" (TGMD-3) with a bifactor modeling approach. In addition, the study examines the dimensionality and model-based reliability of general and specific contributions of the test's subscales and measurement invariance of the TGMD-3. Methods: A…