Weber State University   

HPHP - Physical Education / Physical Education Teaching Major

Results of Assessment

2000-2001 and 2001-2002 (submitted 04/23/02)

Outcomes assessment data were collected in Fall 2000, Spring 2001 and Fall 2001 semester in Physical Education 2600 – Motor Development and Pedagogy, Physical Education 3520 –Instructional Strategies and Curriculum, Physical Education 4990 – Senior Seminar, and Teacher Education 4880 -Secondary Physical Education Student Teaching.  Data were collected over a three-semester period in order to obtain a larger sample size which allowed for a more valid data analysis.

Standards from the curriculum grid were used for data collection.  Although these data were reflective of all nine standards, the results of the analyses will focus on Standard 4 – Management and Motivation, Standard 6 – Planning and Instruction, Standard 8 – Reflection, and Standard 9 – Collaboration. Additional assessment techniques were implemented throughout the courses that were not included in this initial report, such as, written and skills test, assignments, portfolios, and others.

Lesson Plan and Peer Teaching 2600

Data were collected in Physical Education 2600 on the lesson plan and the peer teaching experience.  Data were collected through the instructor evaluation of the lesson plan using a checklist with a weighted scoring system.  Data from instructor evaluation of peer teaching were completed by the use of a checklist and a weighted rating scale.

Lesson Plan
The data from the three-semesters indicated scores were relatively high in all areas and the scores appeared to be consistent from one semester to the next. Based on the mean scores, it appears students are achieving the outcomes performances. 

Recommendations:

1. Provide students with more homework assignments addressing the writing and and construction of objectives.
2. Provide more practice in skill analysis and the development of instructional cues in the teaching /coaching courses.
3. Provide more in-class and out-of-class experiences and assignments involving the diagramming and explanation of drills.
4. Provide additional resources for students to use in designing the lesson plans.

Peer Teaching
Scores appeared to be consistent from one semester to the next, and it appears that no single component of the lesson plan was deficient.  Scores were relatively high in all areas of the lesson plan.

Recommendations:

1. Provide students the opportunity to have more practice teaching of each part of the lesson before teaching the lesson in its entirety.
2. Provide the students the opportunity to observe a master teacher lesson.
3. Provide the students in the class the opportunity to evaluate the videotapes of teaching and compare performance with peers.
4. Provide the students with the opportunity to re-teach the same lesson in an attempt to improve in specific areas.

Lesson Plan and Public School Teaching 3520

Data were collected in Physical Education 3520 on the lesson plan and the public school teaching experience. The same forms were used in Physical Education 3520 as were used in Physical Education 2600 for data collection.

Lesson Plan
Scores appeared to be consistent from one semester to the next, but scores on the lesson plans did not improve much from the 2600 class.

Recommendations:

1. Provide more opportunities to construct lesson plan in the teaching coaching classes taken between 2600 and 3520.
2. Provide students with opportunities to evaluate mock lesson plans to see if they can identify correct and incorrect format.
3. Provide students the opportunity to construct additional lesson plans in 3520 to see if the same errors occur.

Public School Teaching
Scores appeared to be consistent from one semester to the next and the scores in the peer and public school teaching differed only slightly. This may  be due to the expectations in the 2000 level course being lower than in the 3000 level course.  Also it is generally easier to teach your peers in a controlled environment than public school students in an unfamiliar environment.

Recommendations:

1. Provide students with an earlier public school experience.
2. Provide the students with more opportunities to observe in the public schools prior to their teaching experience.
3. Provide the students the opportunity to teach more than one lesson in the public school.
4. Provide the students with more teaching evaluations in other pedagogy classes.
5. Provide the students the opportunity to observe a master teacher.
6. Review the pedagogy sequence throughout their program to make sure teaching opportunities are progressive and continuous.

Student Self-Evaluation of Standards 1-6

Data were collected in Physical Education 4990 though the use of a self-evaluation form of the students achievement of Standards 1 through 6.  Students rated themselves the highest on Standards 2 (Growth and Development) and 6 (Planning and Instruction) reflecting that the pedagogy sequence is achieving the performance outcomes of the standards involved in those courses.  Thus no immediate changes are recommended for those standards. Students rated Standards 1 (Content Knowledge) and 4 (Management and Motivation) next, with Standards 3 (Diverse Learners) and 5 (Communication) as the weakest areas. Thus several recommendations were named and are listed below.

Recommendations: 

1. Increase the opportunity for students to interact with diverse populations in a variety of settings and throughout their program of study.
2. Provide more opportunities to incorporate interdisciplinary learning experiences in an attempt to integrate students knowledge and skills, i.e. science, pedagogy, and psychology.
3. Provide additional experiences dealing with strategies for motivating learners to display responsible behaviors.
4. Provide students with more opportunities to apply technology in their courses and their teaching.

Student Teacher Final Evaluation

Data were collected on student teachers by tabulating and comparing the Moyes College of Education evaluation criteria to the NASPE Standards to determine if the teacher candidates were achieving the performance outcomes.  The area with the lowest scores in student teaching is engaging the learner.  Hopefully, the recommendations made for the pedagogy series will improve student abilities in this area.

Recommendations:

1. Revise college student teaching evaluation forms to be more specific to the content areas and national standards related to those areas.
2. Produce more descriptive evaluations in terms of the actual performance of the student teachers.

Overall Recommendations:

1. Discuss the results of the assessment with the faculty and establish strategies to make the necessary improvements.
2. Do a broader analysis of the data by using the NCSS data analysis program which will provide a more complete analysis of the data so additional information can be obtained.
3. Continue to add to the data from all the courses contributing to the standards.
4. Continue to add additional assessment measures of program outcomes, such as graduate surveys as to program effectiveness.
5. Continue to revise and examine the assessment process.
6. Reconsider the purpose of the portfolios.
7. Develop better means for collecting the data, processing the data and housing the data.

Mission Statement / Student Learning Outcomes / Curriculum Grid / Assessment Plan / Contact Person