Transcript Department Health and Physical Education School of Education and Behavioral Sciences B.S. Physical Education CIP Code : 131314 Program Code: 378 Fall 2010 Program Quality Improvement Report 2009-2010

Department Health and Physical
Education
School of Education and Behavioral
Sciences
B.S. Physical Education
CIP Code : 131314
Program Code: 378
Fall 2010
Program Quality Improvement Report 2009-2010
1
Student-Learning Outcomes
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. Management and Motivation 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.
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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 (e.g., students, parents/guardians, fellow
professionals), 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,
parents/guardians, and community agencies to support students' growth and
well-being.
Each of the outcomes is required by the National Association for Sport and Physical
Education (NASPE)/National Council on Accreditation for Teacher Education (NCATE)
accreditation for Initial Preparation of Physical Education Teachers (2001)
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Alignment of Outcomes
Program outcomes are appropriately aligned with the University
Mission that seeks to offer educational programs and
opportunities for students in the service area.
The department seeks to produce professionals who are
“competent, caring, committed and reflective decision makers”.
The Department seeks to be an essential component in the total
educational process of the student through the promotion and
support of health enhancing lifestyles and by preparing the
student academically to pursue the academic degree in their
chosen career.
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Strategic Plan 2013 – The department focus addresses the
following aspects of the plan
• provide quality educational opportunities
• increase participation in the community by sponsoring events that
provide experiential learning
• maintain existing accreditations
• develop new partnerships within the community
• continue to provide effective and efficient delivery of course
content
• review and analyze assessments
• provide quality academic advisement
• promote an active campus lifestyle
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Measures of Learning Outcomes
Direct Measures
Oklahoma Subject Area Test (OSAT)
Lesson Plan and Reflection
Student Teaching Evaluations
Teacher Work Sample
Behavior Management Plan
Individual Education Plan
Portfolio
Instructor Developed Assessments
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Indirect Measures
IDEA
Exit Interviews
Student Surveys
Assessment Advisory Council Feedback
Strategies or Methods to Address Shortfalls
Advisement
Definitive Plan of Study
Education Transition Points
Remediation
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Report on actions from the three previously chosen priority outcomes
Outcome 5. Communication - Physical education teachers use
knowledge of effective verbal, nonverbal and media
communication techniques to enhance learning and
engagement in physical activity settings (Knowledge, Application)
Action – Identify and develop additional assessments to meet
the outcome.
Lesson Plan/Reflection Assessment
• Completed by students enrolled in HPET 4773 Methods of Teaching Physical
Education
• Lesson is taught to peers, evaluated by both Instructor and candidate
• Lesson is revised per evaluation and taught to students at selected site
grades 5-8
• Candidates complete a Reflection
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Outcome 5. Communication
Lesson Plan/Reflection Assessment
• Video Self Assessment
• Passing Score = at or above the Acceptable Level (70%)
• Category passing scores are at or above 70% of total points possible
Percent Candidates Scoring at Each Level of Performance
Lesson Plan: HPET 4773 Methods Teaching Physical Education
Semester/Year
Number of
students
Unacceptable Level
0-69%
Acceptable Level
70-89%
Target Level
90-100%
Fall 2009
6
0%
33.3% (2)
66.6% (4)
Fall 2008
1
0%
0%
100%
Candidates Average Score by Lesson Plan Category
Lesson Plan: HPET 4773 Methods Teaching Physical Education
Semester
Number
of
students
Total
Score
100 pts
Introduction
Objectives
Environment
10 pts
20pts
Fall 2009
6
91.6
9
Fall 2008
1
94
9
Fall 2010
Assessment
Plan
15 pts
Reflection
20pts
Content
Analysis
25pts
18.5
18
23.3
12.6
8.8
18
20
23
14
10
Program Quality Improvement Report 2009-2010
10 pts
9
Outcome 5. Communication
Lesson Plan/Reflection Assessment
Percent Candidates Scoring at Each Level of Performance
Reflection: HPET 4773 Methods Teaching Physical Education
Semester/Year
Number of Students
% Candidates at
Unacceptable Level
0-52 points
% Candidates at
Acceptable Level
53-67 points
% Candidates at Target
Level
68-75 points
Fall 2009
6
16% (1)
50% (3)
33.3% (2)
Fall 2008
1
0%
0%
100% (1)
Candidates Average Score by Category and Total Points
Reflection: HPET 4773 Methods Teaching Physical Education
Semester/Year
Number
of
Students
Total
Score
75 pts
Context
Analysis of
Teaching
15 pts
Critique of
Teaching
25 pts
Written
Communication
10 pts
25 pts
Fall 2009
6
69
14
23.5
23
8.8
Fall 2008
1
70
15
22
23
10
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Outcome 5. Communication
Teacher Work Sample
• EDUC 4313 Practicum
• Multi-week Teaching Unit presented at a selected site to students
• Consists of 6 Factors that are criterion-referenced
• Candidates not meeting the Standard per Factor are allowed to repeat the Factor
until the Standard is met
• Passing Score = Meets or Exceeds Standard
Candidates Average Score By Performance Criteria
Teacher Work Sample Factor 1: Contextual Information and Learning Environment Decisions
Academic Year
Number of
Students
Standard Not Met
Score = 1
Meets Standard
Score= 3
Exceeds Standard
Score = 5
2009-2010
6
0
3.27
0
Teacher Work Sample Factor 2: Unit Learning Goals and Objectives
Academic Year
Number of
Students
Standard Not Met
Score = 1
Meets Standard
Score = 3
Exceeds Standard
Score = 5
2009- 2010
6
0
3.48
0
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Report on actions from the three previously chosen priority outcomes
Outcome 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.
Action Plan Identify and develop additional assessments to
meet the Outcome.
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Outcome 6. Planning and Instruction
Behavior Management Plan
• Completed by candidates in HPET 3333 Physical Education in the Elementary
School
• 3 hour observation at selected site
• Create a student contract designed to manage a targeted student behavior
• Five criteria are assessed – classroom demographics, observable behavior and
performance criteria, student contract and managerial information and parent/
family/administrator communication
Percent Candidates Score at Each Level of Performance
Behavior Management Plan – HPET 3333 Physical Education Elementary School
Semester/Year
Number of Students
Unacceptable
Score < 48 pts
Acceptable
Score 49–62 pts
Target
Score 63-70 pts
Spring 2010
7
14% (1)
71% (5)
14% (1)
Fall 2009
7
29% (2)
0%
71% (5)
Spring 2009
1
100% (1)
0%
0%
Fall 2008
4
0%
75% (3)
25% (1)
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Outcome 6. Planning and Instruction
Lesson Plan/Reflection
• Plan includes Unit outline
• Developmentally appropriate objectives
• Sequencing of skills
• Detail skills and teaching cues
Percent Candidates Score at Each Level of Performance
Lesson Plan: HPET 4773 Methods Teaching Physical Education
Semester/Year
Number of
Students
Unacceptable Level
0-69%
Acceptable Level
70-89%
Target Level
90-100%
Fall 2009
6
0%
34% (2)
66% (4)
Fall 2008
1
0%
0%
100% (1)
Percent Candidates Score at Each Level of Performance
Reflection: HPET 4773 Methods Teaching Physical Education
Semester/Year
Number of Students
Unacceptable Level
0-52 points
Acceptable Level 5367 points
Target Level
68-75points
Fall 2009
6
16.6% (1)
50% (3)
33.3% (2)
Fall 2008
1
0%
0%
100% (1)
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Outcome 6. Planning and Instruction
Education Portfolio
• Competency 1: Content Knowledge –
Introductory Lesson Plan/Methods NASPE Standards 6 and 1 (Content Knowledge)
• Competency 14: Core Curriculum (PASS) Introductory Lesson Plan (EDUC 3003) NASPE Standard 6
Candidates Score By Level of Performance
Portfolio Competencies – AY 2009-2010
Competency
Number of Students
Does Not Meet Standard
1
Meets Standard
3
Exceeds Standard
5
Competency 1
9
0
9
0
Competency 14
10
0
10
0
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Outcome 6. Planning and Instruction
Student Teaching Assessment
• Supervisor assesses candidate twice at each placement (elementary/secondary)
• Mentor assesses candidate at completion of each placement
1= Does Not Meet Expectations 2 = Meets Expectations 3 = Exceeds Expectations
Candidate’s Average Score by Category N=1 Spring 2010
Student Teaching Assessment
Category
Supervisor Evaluation
Mentor Evaluation
Follows Oklahoma Criteria for Teaching Performance
Instructional Indicators
2.0
2.5
Dispositions
2.38
3.0
Knowledge and Skills
3.0
2.8
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Outcome 6. Planning and Instruction
Student Teaching Assessment
• Physical Education Addendum – University Supervisor assesses candidate
performance twice at each placement
Passing Score at or above Acceptable Level of Performance
3 = Target – performs competently
2 = Acceptable – performs somewhat competently
1 = Unacceptable- demonstrates little or no competency
Candidate’s Average Score by Category N=1
Student Teaching Evaluation Physical Education Addendum
Criteria
Mentor
Supervisor
Overall
Instructional Phase
3.0
2.66
2.75
Method of Delivery
3.0
3.0
3.0
Classroom Management
3.0
3.0
3.0
Motivation
3.0
3.0
3.0
Professionalism
3.0
3.0
3.0
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Report on actions from the three previously chosen priority outcomes
Outcome 7. Student Assessment - Physical education
teachers understand and use assessment to foster physical,
cognitive, social and emotional development of students in
physical activity. (Analysis, Evaluate)
Action Plan Identify and develop additional assessments
to meet outcome.
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Outcome 7. Student Assessment
Individual Education Plan (IEP)
• Candidates enrolled in HLTH 3013 Adapted Physical Education complete
the assignment
• Observation hours (3) at a selected site
• Identify assessment tools/screening procedures for selected condition
• Plan the Program
• Identify services
Overall Candidate Performance at Each Performance Level
Individual Education Plan – HLTH 3013 Adapted Physical Education
Fall 2010
Academic Year
Number of
Students
Unacceptable
Score < 70%
Acceptable
Score 70%-89%
Target
90%-100%
2009 - 2010
12
0
8
4
2008 - 2009
9
3
0
6
Spring 2008
1
0
0
1
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Outcome 7. Student Assessment
IEP
• Demographics – identifies present level of performance
• Assessment/Screening – test to be administered, appropriateness
• Program – based on relevant information, annual goals, placement
Candidate Average Score by Factor
Individual Education Plan
Academic Year
Number of Students
Demographics
20 points
Assessment
25 points
Planning Program
50 points
2009 - 2010
12
17
21.8
44.9
2008 - 2009
9
18
22.5
34.5
Spring 2008
1
20
25
50
Teacher Work Sample
Candidate Average Score by Performance Criteria
Teacher Work Sample Factor 3: Assessment Plan
Academic Year
Number of
Students
Standard Not Met
1
Meets Standard
3
Exceeds the Standard
5
2009 - 2010
6
0
3.65
0
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Outcome 7. Student Assessment
TWS
• Instructional Design - Assessment-based adaptations, multiple learning strategies,
motivational elements
• Analysis of Learning – graphics and data, narrative demonstrates learning, aligned with
goals
Candidate Average Score by Performance Criteria
Teacher Work Sample Factor 4: Instructional Design
Academic Year
2009 - 2010
Number of
Students
6
Standard Not
Met
1
Meets Standard
Exceeds Standard
3
5
0
3.7
0
Candidate Average Score by Performance Criteria
Teacher Work Sample Factor 5 : Analysis of Learning Results
Academic Year
2009 - 2010
Fall 2010
Number of
Students
6
Standard Not
Met
1
Meets Standard
Exceeds Standard
3
5
2.8 (2)
3.4 (4)
0
Program Quality Improvement Report 2009-2010
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Outcome 7. Student Assessment
Education Portfolio
• Competency 8 – Teacher - made Test and Rubric
Percent Candidates at Each Standard of Performance
Teaching Portfolio: Competency 8
Academic Year
Number
of
Students
Standard Not Met
1
Meets Standard
3
Exceeds Standard
5
2009 –2010
6
0
100%
0
Exit Exam from previous report has been abandoned.
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Student-learning outcome and measurements
Priority Outcome 1
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
PROGRAM
OUTCOME
4. Management
and Motivation
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 selfmotivation.
Fall 2010
CURRICULUM
AREA OR TARGET
AUDIENCE
Measurements
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Schedule for
measurements
HPET 3333
Behavior
Management Plan
(Direct)
Criterion –
Referenced
Inter-rater
reliability
Fall, Spring
HPET 3333
Field
Experience/Observa
tion Report (Direct)
Face – Validity
Multiple
assessors
Fall, Spring
Upper division
Education
courses
Teacher Work
Sample – Factors 1,
2 and 4 (Direct)
Criterion –
Referenced
Inter –rater
Reliability
Fall, Spring
Student Teaching
Evaluation –
Physical Education
Addendum (Direct)
CriterionReferenced
MultipleAssessors
Fall, Spring
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Display of Assessment Data
Priority Outcome 1
Percentage of Candidates Scoring at Each Level of Performance
Behavior Management Plan – Physical Education Elementary School
Semester
N
Unacceptable Level
0 – 48 points
Acceptable Level
49 - 62 points
Target Level
63 - 70 points
Spring 2010
7
14% (1)
71% (5)
14% (1)
Fall 2009
7
29% (2)
0%
71% (5)
Spring 2009
1
100%
0%
0%
Fall 2008
4
0%
75% (3)
25% (1)
Average Score by Criteria
Behavior Management Plan – Physical Education Elementary School
Academic Year
N
Observable Behavior /Performance Criteria
20 points
Acceptable 14 -20 points
Student Contract and Managerial
Information
20 points
Acceptable 14 - 20 points
2009 - 2010
14
15
15.0
2008 - 2009
5
15.4
15.2
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Display of Assessment Data
Priority Outcome 1
Management and Motivation
Field Experience/Observation Report
• Candidates reflect on the students behavior in each learning domain
• Candidates provide a description of the teacher/student interactions
Percentage of Candidates Scoring at Each Level of Performance
Field Experience/Observation Report – Physical Education Elementary School
Semester
Number of
Students
Unacceptable Level
0 – 29 points
Acceptable Level
30 – 39 points
Target Level
10 – 50 points
Spring 2010
7
42% (3)
29% (2)
29% (2)
Fall 2009
7
29% (2)
0%
71% (5)
Spring 2009
2
50% (1)
50% (1)
0%
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Priority Outcome 1
Management and Motivation
Teacher Work Sample
• Factor 1 - demographics, developmental student characteristics
• Factor 2 - goals and objectives - student performance
• Factor 4 – multiple learning strategies, motivational elements identified in the plan
• Scoring Standards 1 = Does Not Meet 3=Meets 5= Exceeds
Candidates Average Score by Performance Standard
Teacher Work Sample: Factor 1 Contextual Information and Learning Environment
Academic Year
Number of
Students
Standard Not Met
1
Meets Standard
3
Exceeds Standard
5
2009 - 2010
6
0
3.27
0
Teacher Work Sample: Factor 2 Unit Learning Goals and Objectives
Academic Year
Number of
Students
Standard Not Met
1
Meets Standard
3
Exceeds Standard
5
2009 - 2010
6
0
3.47
0
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Program Quality Improvement Report 2009-2010
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Priority Outcome 1
Management and Motivation
Candidates Average Score by Performance Standard
Teacher Work Sample: Factor 4 Instructional Design
Academic Year
Number of
Students
Standard Not Met
1
Meets Standard
3
Exceeds Standard
5
2009 - 2010
6
0
3.65
0
Student Teacher Evaluation
Passing Score = 2 or better
3 = Target 2 = Acceptable 1 = Unacceptable (Demonstrates little or no competency)
Spring 2010 N = 1
Student Teacher Evaluation – Physical Education Addendum
Standard
Mentor
Supervisor
Overall
Organization and Management
3.0
3.0
3.0
Motivation
3.0
3.0
3.0
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Analysis of Assessment Data
Priority Outcome 1
Behavior Management Plan
• With the exception of one semester (spring 2009) candidates perform at the
acceptable or target level of performance
• Candidates appear to be able to identify a behavior issue and plan a student
contract based on that issue
Field Experience/Observation Report
• Candidates score at or above the acceptable level of performance except
for spring 2009 (N=1)
• Data would suggest to have better performance, candidates need additional
instruction in observing teacher/student interactions and reflective writing
TWS 1, 2, 4
• Average scores of candidates place them in the “Meets Standard”
performance category
• Candidates, spring 2010, performed on average better on all three Factors
Physical Education Addendum-Student Teaching
• Candidate performed well on assessment (N=1)
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Action Plan for Student Learning Outcome
Priority Outcome 1
Outcome 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 selfmotivation.
Action
Time Implementation
Time Completion
Human and/or Fiscal
Resources needed
Review assessment
rubrics. Involve other
faculty.
Each semester
Continuing
Faculty Instructor
Provide input to
Education faculty exemplary programs
for experiential
learning.
Each semester
Each semester
Education Faculty
Provide opportunities
for site visitations –
reduced load, travel
expenses
Review and revise
syllabi as necessary.
Each semester
End of Semester
Faculty
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Student-learning outcome and measurements
Priority Outcome 2
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
PROGRAM
OUTCOME
3. Diverse Students
Physical education
teachers
understand how
individuals differ in
their approaches
to learning, and
create appropriate
instruction to
adapt to these
differences.
(Comprehension,
Application,
Synthesis)
Fall 2010
Measurements
Methods used to
determine validity of
measurement
instruments
Methods used
to determine
reliability of
measurements
Schedule for
measurements
HLTH 3013
IEP (Direct)
Criterion – Referenced
Inter-rater
Fall, Spring
HPET 3333
Behavior
Management Plan
(Direct)
Criterion-referenced
Inter-rater
Fall, Spring
TWS Factors 2, 3
(Direct)
Criterion-Referenced
Multiple
assessors
Fall, Spring
Portfolio
Competencies 2 and
13 (Direct)
Criterion-referenced
Multiple
Assessors
Fall, Spring
CURRICULUM
AREA OR TARGET
AUDIENCE
Upper Division
Education
Courses
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Display of Assessment Data
Priority Outcome 2
Diverse Students
Individual Education Plan
Demographic information – student’s disability or special need
Plan – measureable goals that address disability or need and addresses
approach strategies
Services – based on assessment
Passing Score = 70% or better of total points possible
Overall Candidate Performance by Performance Level
Individual Education Plan – HLTH 3013 Adapted Physical Education
Academic Year
Number
of
Students
Unacceptable
Score < 70%
Acceptable
Score 70%-89%
Target
90%-100%
2009 - 2010
12
0
8
4
2008 - 2009
9
3
0
6
Fall 2010
Program Quality Improvement Report 2009-2010
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Display of Assessment Data
Priority Outcome 2
Diverse Students
Average Score by Criteria
Individual Education Plan – HLTH 3013 Adapted Physical Education
Academic Year
Number of
Students
Demographics
20 points
Planning Program
50 points
Services
5 points
2009 - 2010
12
17
44.9
4.5
2008 - 2009
9
18
34.5
4
Percent Candidates Score at Each Level of Performance
Behavior Management Plan – HPET 3333 Physical Education Elementary School
Semester/Year
Number of Students
Unacceptable
Score < 48 pts
Acceptable
Score 49–62 pts
Target
Score 63-70 pts
Spring 2010
7
14%
71%
14%
Fall 2009
7
29%
0%
71%
Spring 2009
1
100%
0%
0%
Fall 2008
4
0%
75%
25%
Fall 2010
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Display of Assessment Data
Priority Outcome 2
Diverse Students
TWS Factor 2
• Writing developmentally appropriate goals and objectives
• Skill/performance objectives
Candidates Average Score by Performance Standard
Teacher Work Sample Factor 2: Unit Learning Goals and Objectives
Academic Year
N
Standard Not Met
1
Meets Standard
3
Exceeds Standard
5
2009 - 2010
7
0
3.5
0
TWS Factor 3
• Adaptations made for the special needs student
Candidates Average Score by Performance Standard
Teacher Work Sample: Factor 3 Assessment Plan
Academic Year
N
Does Not Meet Standard
1
Meets Standard
3
Exceeds Standard
5
2009 - 2010
6
0
3.65
0
Fall 2010
Program Quality Improvement Report 2009-2010
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Display of Assessment Data
Priority Outcome 2
Diverse Students
Education Portfolio
• EDUC 3733 Developmental Psychology
• Understand how students learn and develop
• Can create a game based on observed student differences
• Candidates note how game can be adapted to the diverse learner
Percent Score Candidates by Performance Standard
Education Portfolio Competency 2 - Game
Academic Year
N
Standard Not Met
1
Standard Met
3
Exceeds Standard
5
2009 – 2010
8
0%
62.5% (5)
37.5% (3)
Education Portfolio Competency 13 – IEP SPED 3103
Fall 2010
Academic Year
N
Standard Not Met
1
Standard Met
3
Exceeds Standard
5
2009 – 2010
7
0%
100% (7)
0%
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Analysis of assessment data
Priority Outcome 2
Diverse Students
Individual Education Plan
• Candidates perform well on the assessment at or above Acceptable Level
• Multi-assessors provide a measure of reliability
Behavior Management Plan
• Consistently administered in Physical Education in the Elementary
School
• Able to observe student behavior and hypothetically design a student
contract
• Multi-assessors
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Analysis of assessment data
Priority Outcome 2
Teacher Work Sample – Factors 2 and 3
• Candidates average score Meets Standard
• Candidates are able to establish goals and objectives using PASS Skills
• Candidates appear to be capable of planning student
assessments and implementing the assessments in a practical
experience
Education Portfolio Competencies 2 and 13
• Candidates Meet or Exceed Standards on both Competencies
• Candidates recognize legal responsibilities and subsequent impact on
student learning
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Action Plan for Student-Learning Outcome
Priority Outcome 2
Outcome 3. Physical education teachers understand how individuals differ in their
approaches to learning, and create appropriate instruction adapted to these
differences.
Action
Time Implementation
Time Completion
Human and/or Fiscal
Resources needed
Monitor candidate
performance on School of
Education Assessments.
Each semester
Each semester
Faculty Committee
Identify specific areas of
concern within each
assessment – TWS and
provide support in
Physical Education course
content.
Each semester
Each semester
Instructional
Faculty
Review and revise syllabi
and rubrics as necessary.
Each Semester
Each Semester
Fall 2010
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Student-learning outcome and measurements
Priority Outcome 3
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
PROGRAM
OUTCOME
1. Content
Knowledge
Physical
Education
teachers
understand
physical
education
content and
disciplinary
concepts related
to the
development of a
physically
educated person.
(Knowledge,
Comprehension)
Fall 2010
CURRICULUM
AREA OR TARGET
AUDIENCE
Completion or
concurrent
enrollment (at
Measurements
OSAT (Direct)
least ½ of the
course completed)
Methods used to
determine validity
of measurement
instruments
Methods used
to determine
reliability of
measurements
Norm-referenced
scores and
CompetencyBased
Schedule for
measurements
Periodically
in : Applied
Anatomy &
Kinesiology, PE in
the Elementary,
PE in the
Secondary, Motor
Learning,
Methods of
Teaching Physical
Education
EDUC 4955 and
4985
Student Teaching
Evaluations
Criterionreferenced
Program Quality Improvement Report 2009-2010
Inter-rater
Fall, Spring
38
Display of assessment data
Priority Outcome 3
Content Knowledge
Oklahoma Subject Area Test (OSAT)
• Asses subject-matter knowledge and skills
• Candidates take test upon recommendation of faculty and after meeting
identified criteria
• Passing score equaled to a scaled score of 240 or better
• Aligned with NASPE Standards
Percent Candidates Score at Each Level of Performance
OSAT
Semester
Number
of
Students
% Candidates Not
Passing
Scores < 240
% Candidates Met
Expectations
Scores of 240 – 269
% Candidates Exceeding
Expectations
Scores of 270 - 300
Spring 2010
3
0%
100%
0%
Spring 2009
2
0%
50%
50%
Fall 2010
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Display of assessment data
Priority Outcome 3
Content Knowledge
Subareas –
I. Growth and Development
II. Health Concepts
III. Health Related Physical Fitness
IV. Foundations of Movement and Sport Activities
V. Instruction Assessment and Professional Knowledge
VI. Constructed Response
Candidates Average Score by Total Score and by Subareas - OSAT
Semester
N
Scale
Score
Subarea
I
Subarea
II
Subarea
III
Subarea
IV
Subarea
V
Subarea
VI
Spring 2010
3
257.6
234.5
250.6
253
285
263
278
State Mean
125
250.7
241
258
251
257
258
237
Spring 2009
2
259.5
254
267.5
261
286
261
245.5
Fall 2010
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Display of assessment data
Priority Outcome 3
Content Knowledge
Student Teaching Assessment
Scoring – Passing Score = 2 or better
1=Does not meet expectations 2=Meets expectations 3= Exceeds expectations
Candidates Average Score by Criteria/all assessments N = 1 Spring 2010
Student Teaching Assessment
Category
Supervisor Evaluation
Mentor Evaluation
Follows Oklahoma Criteria for Teaching Performance
Instructional Indicators
2.0
2.5
Dispositions
2.38
3.0
Knowledge and Skills
3.0
2.8
Fall 2010
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Display of assessment data
Priority Outcome 3
Content Knowledge
Scoring criteria
1=Unacceptable 2= Acceptable 3=Target
Candidates Average Score by Criteria/all assessments N=1
Student Teaching Evaluation - Physical Education Addendum
Standard
Mentor
Supervisor
Overall
Instructional Phase
3.0
2.66
2.75
Lesson reflected content knowledge; selects
developmentally appropriate activities; aware of
age appropriate skill development; attended to
proper progression of content.
3.0
3.0
3.0
Objectives based on PASS Skills written in
behavioral terms.
3.0
3.0
3.0
Effectively demonstrates skills.
3.0
2.33
2.50
Fall 2010
Program Quality Improvement Report 2009-2010
42
Analysis of assessment data
Priority Outcome 3
Oklahoma Subject Area Test
• Scaled score average above the state mean (250.7) for all candidates
• Average scores, spring 2010, below the State mean in two Subareas –
Growth and Development (I) and Health Concepts (II)
• Subarea IV – Foundation of Movement and Sports Activities appears
to be an area of strength for candidates
• Subarea VI scores on the Constructed Response were significantly above the
State mean
Student Teaching Assessment
• Candidate’s performance score at or above Acceptable Level by all assessors
• Mentor teacher tends to score the candidate higher in most categories
Fall 2010
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43
Action plan for Student-Learning Outcome
Priority Outcome 3
Outcome 1. Physical education teachers understand physical education content and
disciplinary concepts related to the development of a physically educated person.
Action
Monitor candidate
performance on the OSAT.
Review course content to
address Subarea Scores that
are below the State mean.
Provide input to Education
faculty concerning exemplary
programs for observation and
student teaching experiences.
Fall 2010
Time Implementation
Time Completion
Human and/or Fiscal
Resources needed
Each
Administration
Continuing
All Faculty
Annually
Continuing
Faculty
Each Semester
Program Quality Improvement Report 2009-2010
Faculty
44
Ancillary Actions
(Optional)
• Prepare to seek State and National Recognition for the
program
• Address the new Standards for Initial Preparation of
Physical Education Teachers (2008)
• Revise the curriculum, where appropriate, to meet each
Element of the new Standards
• Monitor and address issues related to validity and
reliability of assessment rubrics
• Assessment Advisory Committee – recruit practicing
professionals to become involved
• Conduct Follow-up Survey
• Utilize the Exit Survey to enhance program
Fall 2010
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Published information on graduates
Academic Year 09-10
Entered Graduate School
Working In Discipline
Other
Summer 2009
Fall 2009
Spring 2010
1
Total
1
Fall 2010
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