Topic .

Evaluating physical movement and Motor skills

Evaluating Oral performance

Presented by Kashif ullah

Roll #11

M.Phil 2nd Semester

Subject : Measurement and Evaluation

Institute of Education and Research university of Peshawar

The Importance of Motor Skill Development

If there is any area of development that is

universally salient in demonstrating the capacity
of children to learn, it is the area of motor
development.
Motor Skills Development includes three strands of
learning.

• Motor skills acquisition

• Health and fitness
• Safety awareness
Examples of Children with Motor Challenges

Examples of Children with Motor Challenges

Child with Intellectual Disabilities
Hypotonic (low) muscle tone
Increased joint flexibility
Unusual posturing
Limited strength
Other Challenges: Vision, Hearing
Physical Movement

Physical movement is defined as any bodily

movement produced by skeletal muscles that
requires energy expenditure. Examples include
walking, dancing, jumping, and yoga.
Some physical activities.
• Participate in movement activities
• Move around the room without bumping into the furniture and their friends
• Walk up and down stairs without support, using alternate feet
• Change speed (e.g. from slow to fast) while walking/running
• Change directions while running
• Participate in an obstacle course (e.g. going through tunnels, climbing over or under equipment)
• Maintain balance while walking along a line
• Balance on one foot like a flamingo
• Move to a song and then ‘freeze’ in different positions when the music stops
• Throw a ball at different levels (e.g. below the knee, at waist level, above the head)
• Strike a ball with hands or equipment (e.g. plastic bat)
Physical activities in classroom
Encouraging physical activity as students move between activities or classrooms.

• Using physical activity as a reward or incentive for appropriate classroom behavior.

• Adding physical activity at the beginning of the school day—for example, schoolwide exercise
during morning announcements.

• Identifying ways to turn sedentary activities, such as waiting in line, into time for physical activity.
Recommnedations

• Incorporate classroom physical activity into the planning for a Comprehensive

School Physical Activity Program.
• Do not replace physical education and recess with classroom physical activity.
• Integrate physical activity Into planned academic instruction to reinforce
academic concepts.
• Provide physical activity, such as physical activity breaks, outside of planned
academic instruction.
• Use classroom physical activity as a way to reinforce skills learned in
physical education.
• Ensure that barriers to classroom physical activity, such as lack of
equipment or available space, are minimized.
• Do not withhold classroom physical activity from students as a
disciplinary approach.
• Provide teachers with ongoing professional development on
classroom physical activity
 EVALUATING
ORAL
PERFORMANCE .
DEFENITION
Oral Evaluation refers to any Evaluation of student
learning that is conducted by the spoken word.
Posing question to students in spoken form.
 Seven reasons for using oral
Evaluation.
1. It is the best way to assess particular learning outcomes or abilities.
2. It allows probing of the students’ knowledge
3. It reflects the world of practice
4. It improves learning
5. It suits some students
6. The meaning of questions can be clarified
7. It guarantees the work is the student’s own.
Types of Oral test

1. Monologue speaking (presentation):

Students are asked to perform some tasks such as show

and tell where they talk about anything they choose.
Students are asked to construct a sentence following a
certain pattern using the information that they are given
2. Dialogue speaking (oral interview):
It is an open-ended test where the students
lead a discussion with the teacher.
Students in that kind of test are required to use
conversation skills that they have learned
throughout the course
3. Multilogue speaking (discussion &
debate)
The discussions are student-generated, and
students are put into groups where as a
group, they decide on a topic they feel
would be of interest for the rest of the
classroom.
Example:
One student acts the part of a police officer, another a bus
conductor, a third a bus- driver, a fourth a passenger
hurrying to visit a sick friend in hospital, and a fifth a
bystander who wants to be helpful. The passenger hurries to
get on the bus and tell him that the bus is full and that he
must get off. The passenger can see an empty seat and he
begins to argue. The bus is now in the middle of the road
and is a danger to other traffic. Act the roles given