KIN 3502 Actual Exam Questions and
Correct Answers
Why do we use the test of Gross Motor Development - ANS -Identify- to identify kids
that are significantly behind peers in GMS development
-Plan- plan instructional program
-Assess- assess individual progress development
-Evaluate- evaluate the success of the program
-Research- serve as a measurement instrument in research
Product or Process - ANS -Scores are correlated
-process scores increase with age which then makes outcome improve
- ANS -Bayley- development- 5 subtests
-Bruininks-Oseretsky- motor proficiency- 8 subtests
-Peabody- developmental- qualitative and quantitative for gross and fine- 6 subtests
-Brigance- diagnostic of early development- 11 domains
personnel - ANS -who is going to administer?
-who is going to score and how many people?
-how much experience do they have?
-the more people you have the harder it is to score
-it is important to have more than one scorer to reduce unintentional bias
Instructions - ANS -always provide a demonstration
, -never explain how to do the skill
-make sure they are clean and as short as possible so people don't get
confused -do not provide any extra constraints
-it is normal to allow for a practice trial or demonstration
Se-Up - ANS -assessments rely on consistency of methods
-stations should be set up identically
-what you do for one you have to do for all
-decide on live or later scoring (live leads to more error, but later takes longer)
Extraneous variables - ANS -best to do in small
groups -watchers can only cheer (no booing or
advice) -space matters- in vs out
Motor Development - ANS psychology and biology
Historical Eras - ANS -precursor period
-maturational period
-normative/descriptive
-process-oriented
-public health/cognitive
Precursor period - ANS -height of nature vs nurture argument
-foundational period for field of motor development
-Very detailed information from infancy through childhood on a small subset
of individuals- baby biographies
Correct Answers
Why do we use the test of Gross Motor Development - ANS -Identify- to identify kids
that are significantly behind peers in GMS development
-Plan- plan instructional program
-Assess- assess individual progress development
-Evaluate- evaluate the success of the program
-Research- serve as a measurement instrument in research
Product or Process - ANS -Scores are correlated
-process scores increase with age which then makes outcome improve
- ANS -Bayley- development- 5 subtests
-Bruininks-Oseretsky- motor proficiency- 8 subtests
-Peabody- developmental- qualitative and quantitative for gross and fine- 6 subtests
-Brigance- diagnostic of early development- 11 domains
personnel - ANS -who is going to administer?
-who is going to score and how many people?
-how much experience do they have?
-the more people you have the harder it is to score
-it is important to have more than one scorer to reduce unintentional bias
Instructions - ANS -always provide a demonstration
, -never explain how to do the skill
-make sure they are clean and as short as possible so people don't get
confused -do not provide any extra constraints
-it is normal to allow for a practice trial or demonstration
Se-Up - ANS -assessments rely on consistency of methods
-stations should be set up identically
-what you do for one you have to do for all
-decide on live or later scoring (live leads to more error, but later takes longer)
Extraneous variables - ANS -best to do in small
groups -watchers can only cheer (no booing or
advice) -space matters- in vs out
Motor Development - ANS psychology and biology
Historical Eras - ANS -precursor period
-maturational period
-normative/descriptive
-process-oriented
-public health/cognitive
Precursor period - ANS -height of nature vs nurture argument
-foundational period for field of motor development
-Very detailed information from infancy through childhood on a small subset
of individuals- baby biographies
