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Classroom-based assessment: validation for the school AMPS.
Pat Fingerhut1, Helen Madill, Johanna Darrah
1Pediatric Therapy Center, 8323 Southwest Freeway, Suite 101, Houston, Texas 77074, USA.
Summary
The School Version of the Assessment of Motor and Process Skills (School AMPS) effectively measures children's school motor and process skills in the classroom. Its validity is supported by comparison with the Peabody Developmental Motor Scale-Fine Motor.
Area of Science:
- Occupational therapy
- Educational psychology
- Pediatric assessment
Background:
- Occupational therapists in schools facilitate student participation and benefit from education.
- Effective programming requires assessments addressing classroom functional performance.
- The School Version of the Assessment of Motor and Process Skills (School AMPS) observes classroom activities to evaluate motor and process skills.
Purpose of the Study:
- To examine the validity of the School AMPS.
- To compare the School AMPS with the Peabody Developmental Motor Scale-Fine Motor (PDMS-FM).
Main Methods:
- Observational evaluation of functional skills during common classroom activities.
- Comparison of School AMPS scores with PDMS-FM scores.
- Study conducted in Edmonton, Alberta.
Main Results:
- A higher correlation was found between the PDMS-FM and the motor scale of the School AMPS than the process scale.
- This correlation pattern was as expected, supporting the instrument's construct validity.
Conclusions:
- The School AMPS demonstrates promise as an instrument for assessing school motor and school process skills.
- The School AMPS is a valid tool for use in naturalistic educational settings.