ERIC Number: ED490738
Record Type: Non-Journal
Publication Date: 2005-Dec-4
Assessment of Perceptual Motor Skills Contribution to Psycho-Evaluation: Unit 4
Peabody, Albert D. Jr.
According to (Koppitz, 1975) manual suggests, "the use of the BVMGT is a rough test of intelligence. The BVMGT is not an intelligence test but a measure of a child's skill in coping geometric designs. It provides a very limited sample of behavior. Although perceptual motor development has emerged as a very important instrument for the development of academic skills of those afflicted by the impairment, its reliability has become questionable. (See Salvia & Ysseldyke, 2004, p. 538). Psychometric purists suggest is one of the most difficult areas of assessment in the history of psycho-education and medical science. Is it simply because of the inconsistency of measurement which compromises the reliability and validity of the test or mere inconsistency? Bender (1938) suggests, "the BVMGT consists of nine geometric designs." Through this vein, (Salvia & Ysseldyke, 2004, p.538) infers, "The majority of research has shown, however, that most perceptual motor tests are unreliable." Why is (Koppitz (1995) book commendable? Yet it played down the need of any review of the literature. This concept perplexes the researcher, as the review of the literature is an essential part of any study. More importantly, because researchers have made these prognostications and judgments about perceptual motor tests, the researcher is about to delve deeper into the causes and effects to find out why these tests have negative outcomes, as well as to ascertain from previous studies whether those researchers recommended that their studies be subjected to further study or replication. In this instance, there seems to be adequate identification of the performance gap, in that improving locomotive skills, hand-eye and foot-eye coordination are recognizable gaps that merit intervention. Thus, the necessary intervention is employed to close the performance gap.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A