How are Results Presented and Interpreted?
It is certainly possible to administer tests and evaluate the scores obtained solely from the BPFT test manual. In this case, teachers or program leaders can compare each score made by various students to the criterion-referenced standards provided for each test in the battery. The interpretation, of course, is based on these comparisons and may include the observation, perhaps, that a student has a good level of fitness on one test (i.e., met the preferred general standard), and an acceptable level of fitness on a second test (i.e., met the minimal general standard), but has a need to improve on a third test (i.e., failed to meet any of the appropriate standards). How the teacher chooses to present these results to parents and other appropriate individuals when the test manual is used to assess student performance is a matter of personal choice.
Teachers and program leaders also may use the BPFT computer software program, Fitness Challenge, to record, interpret, and present results. Fitness Challenge provides a standardized score sheet that includes the student's scores on all of the previously selected test items, the available standards based on gender, age, and disability, and the opportunity to enter a "personal goal" for the student for each test item. In the example provided in Table 3, the teacher typed in the test scores the student, Hank, made for each of the tests he took, as well as a personal goal for each. The computer program supplied the units of measure and the three columns of standards associated with those tests.
Once the scores and personal goals are recorded, Fitness Challenge can produce a report card for each member of the class or group. The report card for Hank is displayed in Table 4. The report card provides some background information about the test as well as comments the teacher entered pertaining to Hank's performance. It also presents Hank's test results in a bar graph format. In this example, his current test scores are compared to a) his previous test scores, b) the personal goals established by his teacher, and c) two standards used to define "healthy fitness levels." The "better" number associated with the healthy fitness level always corresponds to the preferred general standard. The "good" number associated with the healthy fitness level is either the minimal general standard or, if one is available for the particular test item, the specific standard for a particular disability. When students are unable to achieve the healthy fitness level, their performance "needs improvement." Teachers also may enter comments as appropriate for any of the test items. If the teacher chooses not to enter any comments, the computer provides a description of the test item instead.