HPHP - Physical Education / Physical Education Teaching Major
Results of Assessment
2004-2005 (submitted 02/25/05)
Track I – Physical
Education Major K-12 (# 1,2,3,6 & 7 apply to TrackI)
Track II – Physical
Education Major K-12/Licensure (#1,2,3,4,5,6, & 7 apply to Track II)
#1 Content Knowledge
1.
Data from licensure tests of content knowledge do not apply. Licensure test
will not be required until after this report is due, thus no data is
available to report. Content knowledge is assessed in every class through
every assignment, project and final examination. In this document content
knowledge will be assessed through the use of final exam data from a
selected sample of final examinations covering all levels of course work
(1000, 2000, 3000 and 4000). These assessments are the final examinations
given in each of the courses at the end of the semester. Data will be given
for all courses but only one sample of a final exam will be included for
review. These exams cover the discipline specific content relevant to that
specific course. The data is used to determine the content knowledge of the
individual student and is used in conjunction with various other assessments
in determining the final grade for the course. The data is also used for
review of curriculum, course content, types of assignments and instructional
strategies.
2. The assessment of content
knowledge aligns with the following NASPE Standards: # 1 Content
Knowledge – Physical Education teachers understand physical education
content and disciplinary concepts related to the development of a physically
educated person.
3.
Summary of data findings: A summative percentage of all the final exams
given in Fall semester is as follows: 34% of the teacher candidates scored
above the target level, 55% scored at the acceptable level and11% scored
below the acceptable level.
4. An interpretation of how the
data provides evidence for meeting the standards: 89 % of the teacher
candidates scored at or above the acceptable level on all final exams
assessing content knowledge. Course content lends itself to meeting this
standard and preparing teacher candidates with an understanding of physical
education content and discipline specific concepts. Course sequence also
lends to the continual application of this content knowledge in sequential
courses, practicum and clinical experiences.
#2 Content Knowledge in the field of
physical education
1.
This example would apply to content knowledge in the area growth and
development.
The skill analysis assignment is
given in Physical Education 2600 - Motor Development and Pedagogy. The
assignment consists of each student doing a skill analysis on six
students at an area elementary school. The data is used to determine the
content knowledge specific to growth and development concepts of the
individual students and is used in conjunction with various other
assessments in determining the final grade for the course. The data is
also used to analyze the assignment and make revision in future class
projects.
2. The assessment of content
knowledge aligns with the following NASPE Standards: # 2 Growth and
Development – Physical education teachers understand how individuals learn
and develop and can provide opportunities that support their physical,
cognitive, social, and emotional development.
3. Summary of data findings: 8% of
the teacher candidates scored at the target level, 71% scored at the
acceptable level and 21% scored below the acceptable level on this
assignment.
4. An interpretation of how the
data provides evidence for meeting the standards: 79% of the teacher
candidates score at or above the acceptable level on this assignment. The
data provides evidence that this standard was met. This assignment occurs
early in the students’ course of study and is only one of the many learning
experiences that are provided in the area of growth and development. Based
on the scored from their practicum and clinical experiences this standard is
also addressed and the percentage of teacher candidates scoring at the
acceptable level or above improves to 90% indicating that the major concepts
are threaded through the course of study.
#3 Pedagogical and Professional
Knowledge, Skills, and Dispositions
1. This section would apply to
content knowledge in the area of planning and instruction. The yearly plan,
unit plan and lesson plan assignment are given in Physical Education 3520 –
Instructional Strategies and Curriculum. The assignments consists of
developing a yearly plan for a secondary school physical education program,
selecting one unit from the yearly plan and developing a block calendar and
then completing the first five days of lesson plans relevant to that
specific unit. Teacher candidates are also required to write and develop
teacher work samples in Levels one and two of their professional core.
However, since many do not have the opportunity for this training in their
minor outside of physical education many choose to do the teacher work
samples in their minor, therefore additional data is not available.
2. The assessment of content
knowledge aligns with the following NASPE Standards: #6 – Planning and
Instruction – Physical education teachers plan and implement a variety of
developmentally appropriate instructional strategies to develop physically
educated individuals, based on state and national (NASPE K-12) standards.
3. Summary of data findings:
Yearly Plan Data – 28%
scored at the target level, 62% scored at the acceptable level and 10%
scored below the acceptable level
Unit Plan Data – 33%
scored at the target level, 62 5 scored at the acceptable level and 5%
scored below the acceptable level
Lesson Plan Data – 38%
scored at the target level, 52% scored at the acceptable level and 10 %
scored below the acceptable level
4. An interpretation of how the
data provides evidence for meeting the standards: On all three
assignments 92% scored at or above the acceptable level leaving only 8%
scoring below the acceptable level. Most often the reasons for those falling
below the acceptable level is due to lack of attendance or failing to turn
in assignments.
#4 Pedagogical and Professional
Knowledge, Skills and Dispositions
1. The assessment instrument is an
observation evaluation form used to evaluate content knowledge, pedagogical
skills, dispositions and effects on student learning. The observations
evaluations are conducted throughout the clinical experience by a university
supervisor both through teacher education as well as the content
discipline. The assessment instrument evaluates the student teacher in the
following areas:
-
Knowledge of subject matter
-
Knowledge of Human development
and learning
-
Adapting instruction for
individual needs
-
Multiple instructional
strategies
-
Classroom motivation and
management skills
-
Communication skills
-
Instructional planning skills
-
Assessment of student learning
-
Professional commitment and
responsibility
-
Partnerships
The evaluator also assess
dispositions in the indicators:
The rubric uses the following
scoring scheme for evaluation of the strengths and weaknesses and the
development of the student teacher in a variety of areas.
-
M = Standard Met (evidence
of satisfactory performance)
-
D = Developing Standard
(evidence of progress toward satisfactory performance)
-
N = Standard Not Met
(evidence fails to show adequate performance)
This assessment is used in part
to determine if the student teacher should be given credit, no credit or
be retrained for the clinical experience. The assessment also provides
information about specific content and student learning activities that
should be covered in the course work prior to the clinical experience
and allows the faculty to make curriculum and course revisions based on
the observations.
2. The assessment of content
knowledge aligns with the following NASPE Standards:
# 1 Content Knowledge – Physical
Education teachers understand physical education content and
disciplinary concepts related to the development of a physically
educated person.
# 2 Growth and Development –
Physical education teachers understand how individuals learn and develop
and can provide opportunities that support their physical, cognitive,
social, and emotional development.
#3 Diverse Students – Physical
education teachers understand how individuals differ in their approaches
to learning and create appropriate instruction adapted to these
differences.
#4 Physical Education teachers
use an understanding of individual and group motivation and behavior to
create a safe learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
#5 Communication – Physical
education teachers use knowledge of effective verbal, nonverbal, and
media communication techniques to enhance learning and engagement in
physical activity settings.
#6 Planning and Instruction –
Physical education teachers plan and implement a variety of
developmentally appropriate instructional strategies to develop
physically educated individuals, based on state and national (NASPE
K-12) standards.
#7 Student Assessment – Physical
Education teachers understand and use assessment to foster physical,
cognitive, social, and emotional development of students in physical
activity.
# 8 Reflection – physical
education teachers are reflective practitioners who evaluate the effects
of their actions on others and seek opportunities to grow
professionally.
#9 Technology – Physical
education teachers use information technology to enhance learning and to
enhance personal and professional productivity.
#10 Collaboration – Physical
education teachers’ foster relationships with colleagues,
parent/guardians, and community agencies to support students’ growth and
well-being.
3. Summary of data findings:
Candidates are observed by a university supervisor, a physical education
content supervisor and their public school collaborating teacher. Each
supervisor makes a minimum of three different types of observations. There
is a lesson plan observation assessment, a mid term assessment, a
dispositions assessment and an assessment of the students reflective
journal. All of these assessments are used to complete the final evaluation
assessment on the 10 standards.
|
Number of Teacher Candidates = 7 |
| Standard |
Standard Met
(No.) |
Standard
Developing
(No.) |
Standard Not Met
(No.) |
| 1 |
5 |
2 |
0 |
| 2 |
6 |
1 |
0 |
| 3 |
6 |
1 |
0 |
| 4 |
3 |
4 |
0 |
| 5 |
5 |
2 |
0 |
| 6 |
6 |
1 |
0 |
| 7 |
5 |
2 |
0 |
| 8 |
5 |
2 |
0 |
| 9 |
6 |
1 |
0 |
| 10 |
3 |
4 |
0 |
4. An interpretation of how the
data provides evidence for meeting the standards. Since the clinical
experience evaluation is based on INTASC Standards and the NASPE Standards
overlay the INTASC Standards the clinical experience evaluation gives us a
comprehensive assessment of how each candidate meets all of the INSTAC/NASPE
Standards. Therefore the data shows that the majority of out candidates are
meeting this standard. Standards showing greatest strength among teacher
candidates were Knowledge of Subject Matter, Adapting Instruction to
Individual Needs, Classroom Management Skills, Human Development and
Learning, Communication Skills, Instructional Planning Skills, Assessment,
Professional Commitment & Responsibilities. Areas showing progress toward
satisfactory performance were Multiple Instructional Strategies and
Partnerships. Attention to standards 4 and 10 will be addresses in Physical
Education 3520 and 4860 and in the clinical experience. Data for Fall 2004
was not available by the report due date.
#5 Effects on Student Learning
1. During the clinical experience
the physical education candidates are required to administer a variety of
assessments relevant to the specific units they are presenting. These
assessments may consist of knowledge, skills and attitude tests usually
written quizzes and pre and post skill and fitness tests and attitude
surveys.
2. The assessment of content
knowledge aligns with the following NASPE Standards:
#7 Student Assessment – Physical
Education teachers understand and use assessment to foster physical,
cognitive, social, and emotional development of students in physical
activity.
# 8 Reflection – physical
education teachers are reflective practitioners who evaluate the effects
of their actions on others and seek opportunities to grow
professionally.
3. Summary of data findings: Of the
740 students taught by 4 candidates Fall semester 2004 72% showed
improvement on all assessments, 11% showed no change and 17% showed a
decrease in performance.
4. An interpretation of how the data
provides evidence for meeting the standards. Based on the percentage of
students that showed improvement in their test scores the data would
indicate that the candidates have had a positive affect on student learning.
However, teacher candidates are only in the clinical experience for one
semester and thus the lasting affect of this improvement is unknown.
#6 Additional Assessment that
addresses AAHPERD/NASPE standards
1.
The assessment assignment is evaluated to determine if the students
understand how to use a variety of authentic and traditional assessments
techniques to assess student performance, provide feedback and communicate
student progress. The assessment assignment occurs in the Physical
Education 3520 – Curriculum and Instructional Strategies class. In this
assignment students are asked to develop three sample of assessment that
they would use relevant to a specific unit of instruction. It is to prepare
the student to be able to assess the student’s learning in all three domains
– cognitive, psychomotor and affective.
2. The assessment of content
knowledge aligns with the following NASPE Standards: #7 Student
Assessment – Physical Education teachers understand and use assessment to
foster physical, cognitive, social, and emotional development of students in
physical activity.
3. Summary of data findings – 33%
of the teacher candidates scored at the target level, 66.5% scored at the
acceptable level and .05% scored below the acceptable level.
4.
An interpretation of how the data provides evidence for meeting the
standards. Data illustrates that this standard is being met and that the
assignment presented is an appropriate measurement for understanding the use
of assessment to foster learning. The data received in this class led the
faculty to develop a Physical Education Assessment/Technology Class that
would focus on assessment of the three domains of learning relevant to a
physical education class. This class will provide students with additional
opportunities to develop, implement and interpret assessments on K-12
students.
#7 Additional Assessment that
addresses AAHPERD/NASPE standards
1. This assessment is of the teacher
candidates’ ability to use technology in the development of an electronic
web page. This assessment is reviewed and assessed in Physical Education
4990 – Senior Seminar class.
2. The assessment of content
knowledge aligns with the following NASPE Standards: #9 Technology –
Physical education teachers use information technology to enhance learning
and to enhance personal and professional productivity.
3. Summary of data findings – 14%
of the teacher candidates scored at the target level, 57 % scored at the
acceptable level and 29% scored below the acceptable level.
4. An interpretation of how the
data provides evidence for meeting the standards. 71% of the teacher
candidates scored at or above the acceptable level. One of the reasons 29%
scored below the acceptable level is that this was the first semester that
the students had moved from a hard copy portfolio to an electronic
portfolio. The contents of the portfolio often times were correct but the
navigation and usefulness of the electronic edition was not acceptable. The
use and creation of electronic portfolio is further enforced in the
professional core Education 3110 where students spend an entire semester
working with technology to develop both lesson plans as well as their INTASC
portfolio electronically.
USE OF ASSESSMENT RESULTS TO IMPROVE
CANDIDATE AND PROGRAM PERFORMANCE
Outcomes assessment data have been
collected through the University Outcomes Assessment Model (since 1999) and
the Physical Education scoring rubrics presented in this document. The
following are examples of how the results have been used to improve
candidate performance as well as program performance. Not all of this data
could be used in this document due to the assessment requirements of this
report.
Student performance -
-
Developed additional homework assignments
addressing the construction of objectives
-
Provided students more practical teaching
experiences
-
Provided students the opportunity to do more
observations of master teachers
-
Provided students the opportunity to re-teach the
peer teaching to apply reflections and revisions
-
Provided students more opportunities to analysis case
studies
-
Provided students with public school experiences
throughout their course of study
-
Provided students with additional opportunities to
plan for and teach in a diverse environment
-
Provided more opportunities to develop motivational
learning strategies
Program performance –
- Shared results of assessment
with faculty to aid in strategic planning
- Targeted areas of strengths and
challenges and identified next steps
- Develop additional assessment
measures, especially for graduates and employees
- Developing better ways to
collect process and house data
- Developed some consistent
strands throughout the pedagogy sequence so that planning and
instructional strategies remain constant
- Professional core courses
strengthening candidates abilities to assess, evaluate and interpret
student data
(Track II Only)
Curriculum development -
- Completely revised the
curriculum based on the NASPE/NCATE Standards.
- Deleted many classes,
changed a variety of classes and added some new courses.
- Implemented
the two track system – Track I – Physical Education Major K-12 and Track
II – Physical Education Major/Licensure. These approved changes were
recommended in seeking accreditation. In order to demonstrate that our
teacher candidates could demonstrate acceptable levels of performance in
all ten NASPE Standards more emphasis needed to be placed on the
implementation and application of pedagogical skills.
- Consistency in course syllabi
development
- Development of a
variety of new course assignments and learning opportunities
Mission Statement
/ Student Learning Outcomes
/ Curriculum Grid /
Assessment
Plan / Contact Person | 
