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Weber State University Annual Assessment of Evidence of Learning
Cover Page Department/Program: Health Promotion and Human Performance/Physical Education Academic Year of Report: 2014/15 Date Submitted: November 16, 2015 Report author: Chad E. Smith Contact Information: Phone: 801.626.7664 Email: [email protected]
2
A. Brief Introductory Statement:
Please review the Introductory Statement and contact information for your department displayed on the assessment site:
http://www.weber.edu/portfolio/departments.html - if this information is current, please place an ‘X’ below. No further information is
needed. We will indicate “Last Reviewed: [current date]” on the page.
___ Information is current; no changes required.
_X_ Information is not current; updates below.
Update:
Contact information:
Dr. Chad Smith
Weber State University
1435 Village Drive, Department 2801
Ogden, UT 84408-2801 Swenson Gym, 307D
(801) 626- 7664
3
B. Mission Statement
Please review the Mission Statement for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if
it is current, please indicate as much; we will mark the web page as “Last Reviewed [current date]”. No further information is needed.
If the information is not current, please provide an update: _X_ Information is current; no changes required.
___ Information is not current; updates below.
4
C. Student Learning Outcomes Please review the Student Learning Outcomes for your department displayed on the assessment site:
http://www.weber.edu/portfolio/departments.html - if they are current, please indicate as much; we will mark the web page as “Last Reviewed
[current date]”. No further information is needed.
If they are not current, please provide an update: _X_ Information is current; no changes required.
___ Information is not current; updates below.
5
D. Curriculum
Please review the Curriculum Grid for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if it
is current, please indicate as much; we will mark the web page as “Last Reviewed: [current data]”. No further information is needed.
If the curriculum grid is not current, please provide an update:
___ Information is current; no changes required.
_X_ Information is not current; updates below
Curriculum Grid
2008 National Initial Physical Education Teacher Education Standards
National Association for Sport and Physical Education (NASPE)
Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically
educated individuals.
Elements – Teacher candidates will:
1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.
1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness.
1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.
1.4 Identify historical, philosophical, and social perspectives of physical education issues and legislation.
1.5 Analyze and correct critical elements of motor skills and performance concepts.
Standard 2: Skill and Fitness Based Competence
Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent
movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.
Elements – Teacher candidates will:
2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns.
2.2 Achieve and maintain a health-enhancing level of fitness throughout the program.
2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities.
Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national
6
standards to address the diverse needs of all students.
Elements – Teacher candidates will:
3.1 Design and implement short and long term plans that are linked to program and instructional goals as well as a variety of student needs.
3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance based) goals and objectives aligned with local,
state, and /or national standards.
3.3 Design and implement content that is aligned with lesson objectives.
3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences.
3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.
3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all students.
3.7 Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use
technology to meet lesson objectives.
Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and
learning.
Elements – Teacher candidates will:
4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.
4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning
experiences.
4.3 Provide effective instructional feedback for skill acquisition, student learning, and motivation.
4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.
4.5 Utilize managerial rules, routines, and transitions to create and maintain a safe and effective learning environment.
4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.
Standard 5: Impact on Student Learning
Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.
Elements – Teacher candidates will:
5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives.
5.2 Use appropriate assessments to evaluate student learning before, during, and after instruction.
5.3 Utilize the reflective cycle to implement change in teacher performance, student learning, and/or instructional goals and decisions.
Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.
Elements – Teacher candidates will:
6.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.
6.2 Participate in activities that enhance collaboration and lead to professional growth and development.
7
6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.
6.4 Communicate in ways that convey respect and sensitivity
NASPE National Initial Physical Education Teacher Education Standards
Course
Number Course Title Credits 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 3.1 3.2 3.3 3.4 3.5 3.6 3.7
PEP
2000
Foundations of
Physical
Education
3 A E
PEP
3100
Principles of
Motor
Learning &
Motor
Development
3 I I E E
PEP 4700
Methods of
Teaching
Junior High
School
Physical
Education
3 I I E E E E E E
PEP
4720
Methods of
Teaching High
School
Physical
Education
3 I I E E E E E E
PEP
3280
Methods of
Teaching 3 I I E E E E E E
8
Strength &
Conditioning
PEP
3290
Methods of
Teaching
Fitness for Life
3 I I E E E E E E E
PEP
3450
Structural
Kinesiology 3 E
PEP
3510
Exercise
Physiology 3 E
PEP
3520/3520L
Curriculum
and
Assessment/
Lab
3 A A A A
PEP
3630
Methods of
Teaching
Physical
Education for
Elementary
Teachers
3 E E E
PEP
3660
Adaptive
Physical
Education
3 E E E
PEP
4990 Senior Seminar
3 A A A A A A A A
I=Introduced E=Emphasized A=Assessed
9
E. Assessment Plan Please review the Assessment Plan for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if the
plan current, please indicate as much; we will mark the web page as “Last Reviewed [current date]”. No further information is needed.
The site should contain an up-to-date assessment plan with planning going out a minimum of three years beyond the current year. Please review the
plan displayed for your department at the above site. The plan should include a list of courses from which data will be gathered and the schedule, as
well as an overview of the assessment strategy the department is using (for example, portfolios, or a combination of Chi assessment data and student
survey information, or industry certification exams, etc.).
Please be sure to include your planned assessment of any general education courses taught within your department. This information will be used to
update the General Education Improvement and Assessment Committee’s planning documentation. Assessment plan: The assessment plan displayed on the assessment site is current
10
F. Report of assessment results for the most previous academic year:
There are a variety of ways in which departments can choose to show evidence of learning. This is one example. The critical pieces to include are 1) what learning outcome is being assessed, 2) what method of measurement was used, 3) what the threshold for ‘acceptable performance’ is for that measurement, 4) what the actual results of the assessment were, 5) how those findings are interpreted, and 6) what is the course of action to be taken based upon the interpretation.
A. Evidence of Learning: Courses within the Major
Program
Learning Goal
Measurable
Learning Outcome
Students will:
Method of
Measurement
Direct and
Indirect
Measures
Threshold for
Evidence of
Student Learning
Findings Linked to
Learning Outcomes
Interpretations of
Findings
Action Plan/Use of
Results
Physical
education
students know
and apply
discipline-
specific
scientific and
theoretical
concepts critical
to the
development of
physically
educated
individuals.
1.1 Describe and
apply
physiological
and
biomechanical
concepts related
to skillful
movement,
physical activity
and fitness.
National Praxis
Content
Knowledge Test
85% of students
will score 80% or
better.
100% (12 of 12) of the
senior students passed
the test.
The students appear to
be prepared with the
needed content
knowledge.
Continue as previously
planned.
Incorporate measures in
classes.
1.2 Describe and
apply motor
learning and
psychological/
behavioral theory
related to skillful
movement,
physical activity,
and fitness.
National Praxis
Content
Knowledge Test
85% of students
will score 80% or
better.
100% (12 of 12) of the
senior students passed
the test.
The students appear to
be prepared with the
needed content
knowledge.
Continue as previously
planned.
Incorporate measures in
classes.
1.3 Describe and
apply motor
development
theory and
principles related
National Praxis
Content
Knowledge Test
85% of students
will score 80% or
better.
100% (12 of 12) of the
senior students passed
the test.
The students appear to
be prepared with the
needed content
knowledge.
Continue as previously
planned.
Incorporate measures in
classes.
11
to skillful
movement,
physical activity,
and fitness.
1.4 Identify
historical,
philosophical, and
social perspectives
of physical
education issues
and legislation.
20 Question
Exam on the
History of
Physical
Education
Class average will
be 80% correct.
PEP 2000
Fall ’15 class mean
score: 76%
Spring ’15 class mean
score: 80%
Fall ’15 students did not
perform to our
expectations though the
Spring ’15 students did.
Continue to use
application of facts in
testing students on
historical issues.
1 Exam
Class average will
be 80% correct.
Students in PEP 3660
averaged 78.0%;
however one student
earned a “0”. Of those
who took the exam,
they earned on average
an 89.14
Meet the Threshold, for
those who took the
exam. Students
demonstrated sufficient
knowledge and
application of historical
and social perspectives
in relation to APE.
Continue current topics,
teaching methodologies,
and assessment
strategies. Spend more
time on making direct
analysis.
1 Assignment 80% correct All students completed
the assignment with
100% accuracy.
Students appear to fully
know important historical, philosophical,
and social perspectives
of physical education
issues and legislation as
pertaining to Adapted
Physical Education.
Continue use of
assignment.
1.5 Analyze and
correct critical
elements of motor
skills and
performance
concepts.
National Praxis
Content
Knowledge Test
85% of students
will score 80% or
better.
100% (12 of 12) of the
senior students passed
the test.
The students appear to
be prepared with the
needed content
knowledge.
Continue as previously
planned.
Incorporate measures in
classes.
Exams
Class average will
be 80% correct.
Students in PEP 3660
averaged 78.0; however
one student earned a
“0”. Of those who took
the exam, they earned
on average an 89.14
Students appear to be
prepared with the needed
content knowledge.
Emphasis on skill cue
and feedback
development and use
needs to be priority in
future courses.
Portfolio Class average will
be 80% correct.
Students in PEP 3100
averaged 78.80%
Students are, on average,
below the threshold in
their identification of
Re-examine portfolio
guidelines. Made them
more difficult from
previous year.
12
skill cues and corrective
feedback strategies.
Physical
education
students are
physically
literate
individuals with
the knowledge
and skills
necessary to
demonstrate
competent
movement
performance
and health
enhancing
fitness as
delineated in the
NASPE K – 12
Standards.
2.1 Demonstrate
personal
competence in
motor skill
performance for a
variety of physical
activities and
movement
patterns.
Skill
Assessments
Class average will
be 80% correct.
Students in PEP 3264
averaged 88.39%
Students are meeting the
utilization level of skill
proficiency in a variety
of skills.
Continue with current
course structure,
expectations, and skill
development.
2.2 Achieve and
maintain a health-
enhancing level of
fitness throughout
the program.
FitnessGram
measures:
9 health-related
physical fitness
assessments of
cardiovascular,
muscular
strength/enduran
ce, BMI, and
Flexibility.
85% of students
will achieve
satisfactory scores
on FitnessGram
measures.
88% (42 out of 48) of
students tested received
satisfactory scores on
FitnessGram measures.
The majority of the
students are meeting the
standards set for
maintaining health-
enhancing levels of
fitness.
Incorporate measures in
Skill Development and
Methods of Teaching
Fitness for Life course
and in Foundations of
Physical Education.
2.3 Demonstrate
performance
concepts related to
skillful movement
in a variety of
physical activities.
Skills
Assessment
Class average will
be 80% correct.
Students in PEP 3264
averaged 88.39%
Students are meeting the
utilization level of skill
proficiency in a variety
of skills.
Continue with current
course structure,
expectations, and skill
development.
Physical
education
students plan
and implement
developmentally
appropriate
learning
experiences
aligned with
3.1 Design and
implement short
and long term
plans that are
linked to program
and instructional
goals as well as a
variety of student
needs.
Semester Long
Curriculum Plan
Assignment
Class average will
be 80% correct.
PEP 3520
Fall ’14 mean score:
89.7%
Spring ’15 mean score:
88.1%
Students understand how
to use the state
curriculum guide to
develop a semester
curriculum plan.
Continue with this
assignment.
13
local, state, and
national
standards to
address the
diverse needs of
all students.
3.2 Develop and
implement
appropriate (e.g.,
measurable,
developmentally
appropriate,
performance
based) goals and
objectives aligned
with local, state,
and /or national
standards.
Practicum
Teaching
Experience
Lesson Plan
Development
Class average will
be 80% correct.
PEP 3520
Fall ’14 mean score:
18%
Spring ’15 mean score:
91.3%
Fall’14: Three of the five
students did not submit
lesson plans regularly for
the ten teaching
opportunities given.
These three students
enrolled in the class
again Spring ’15
semester. Students can
now develop lesson
plans correctly.
Continue with this
lesson planning
assignment.
Practicum
Teaching
Experience
Observations
2 successful
teaching
experiences
PEP 3520
Fall ’14 mean score:
18%
Spring ’15 mean score:
91.3%
Fall’14: Three of the five
students did not submit
lesson plans regularly for
the ten teaching
opportunities given.
These three students
enrolled in the class
again Spring ’15
semester. Students can
now develop lesson
plans correctly.
Continue to provide
practicum teaching
experiences for the
students.
3.3 Design and
implement content
that is aligned with
lesson objectives.
Practicum
Teaching
Experience
Lesson Plan
Development
Class average will
be 80% correct.
PEP 3520
Fall ’14 mean score:
18%
Spring ’15 mean score:
91.3%
Fall’14: Three of the five
students did not submit
lesson plans regularly for
the ten teaching
opportunities given.
These three students
enrolled in the class
again Spring ’15
semester. Students can
now develop lesson
plans correctly.
Continue with this
lesson planning
assignment.
Practicum
Teaching
Experience
Observations
2 teaching
experiences
PEP 3520
Fall ’14 and Spring ’15:
All students taught at
least 2 successful
lessons aligned with
lesson objectives.
Students are able to
effectively implement
the lessons they have
planned.
Continue to provide
practicum teaching
experiences for the
students.
14
Lesson Plans Class average will
be 80% correct.
Students in PEP 3264
averaged 82.8%
Students are able to
effectively match
learning objectives/goals
and styles/models and
use space, equipment,
etc. to achieve identified
objectives/goals
Continue current course
structure.
Institute “new” teaching
evaluation to emphasize
areas of teaching
effectiveness.
3.4 Plan for and
manage resources
to provide active,
fair, and equitable
learning
experiences.
Practicum
Teaching
Experience
Lesson Plan
Development
Class average will
be 80% correct.
Students in PEP 3660
averaged 100%
Students can develop
lesson plans correctly.
Continue with this
lesson planning
assignment.
Practicum
Teaching
Experience
Observations
2 teaching
experiences
PEP 3520
Fall ’14 and Spring ’15:
All students taught at
least 2 successful
lessons providing
resources for all
students.
Students are able to
effectively implement
the lessons they have
planned.
Continue to provide
practicum teaching
experiences for the
students.
Final Exam
Class average will
be 80% correct.
On average, students in
PEP 3660 earned ~
78% on the final,
however one student
earned a “0”. Of those
who took the exam,
they earned on average
an 89.14
Students demonstrate
above average
proficiency in
developing and
implementing
modifications for various
learners and learning
styles
Continue current course
structure, but emphasize
modification
development and
application more.
Assignment
80% of students
will complete the
assignment.
100% of students
completed the
assignment.
Students demonstrate
above average
proficiency in
developing and
implementing
modifications for various
learners and learning
styles
Implement / emphasize
modification
development and use
for additional classes.
Make stronger
connections to exam
material.
3.5 Plan and adapt
instruction for
diverse student
needs, adding
Lesson Plans Class average will
be 80% correct.
The class average for
students in PEP 3660
was 100%
Students demonstrate
above average
proficiency in
developing and
Implement / emphasize
modification
development and use
for additional classes.
15
specific
accommodations
and/or
modifications for
student
exceptionalities
implementing
modifications for various
learners and learning
styles
3.6 Plan and
implement
progressive and
sequential
instruction that
addresses the
diverse needs of
all students.
Exams
(Essay portion
primarily)
Class average will
be 80% correct.
Students in PEP 3660
averaged 78%; however
one student earned a
“0”. Of those who took
the exam, they earned
on average an 89.14%
Students are adequate in
their development of
appropriate progressive
and sequential
instruction.
Continued emphasis on
progressive and
sequential instruction
should be paramount in
all courses.
3.7 Demonstrate
knowledge of
current technology
by planning and
implementing
learning
experiences that
require students to
appropriately use
technology to
meet lesson
objectives.
Peer Teaching
Using
Technology
Lesson Plan
Class average will
be 80% correct.
PEP 3520
Fall ’14 mean score:
18%
Spring ’15 mean score:
91.3%
Fall’14: Three of the five
students did not submit
lesson plans regularly for
the ten teaching
opportunities given.
These three students
enrolled in the class
again Spring ’15
semester. Students can
now develop lesson
plans correctly.
Continue with this
lesson planning
assignment.
Peer Teaching
Using
Technology
1 teaching
experience
PEP 3520
Fall ’14 and Spring ’15:
All students taught at
least 1 lesson utilizing
technology.
Students are able to
effectively implement
the lessons they have
planned with their peers.
Continue to provide
peer teaching
experiences for the
students. Consider
planning for practicum
teaching experiences.
Physical
education
students use
effective
communication
4.1 Demonstrate
effective verbal
and non-verbal
communication
skills across a
Practicum
Teaching
Experience
Lesson Plan
Development
Class average will
be 80% correct.
PEP 3520
Fall ’14 mean score:
18%
Spring ’15 mean score:
91.3%
Fall’14: Three of the five
students did not submit
lesson plans regularly for
the ten teaching
opportunities given.
Continue with this
lesson planning
assignment.
16
and pedagogical
skills and
strategies to
enhance student
engagement and
learning.
variety of
instructional
formats.
These three students
enrolled in the class
again Spring ’15
semester. Students can
now develop lesson
plans correctly.
Practicum
Teaching
Experience
Observations
2 teaching
experiences
PEP 3520
Fall ’14 mean score:
18%
Spring ’15 mean score:
91.3%
Fall’14: Three of the five
students did not submit
lesson plans regularly for
the ten teaching
opportunities given.
These three students
enrolled in the class
again Spring ’15
semester. Students can
now develop lesson
plans correctly.
Continue to provide
practicum teaching
experiences for the
students.
4.2 Implement
effective
demonstrations,
explanations, and
instructional cues
and prompts to
link physical
activity concepts
to appropriate
learning
experiences.
Practicum
Teaching
Experience
Lesson Plan
Development
Class average will
be 80% correct.
PEP 3520
Fall ’14 mean score:
18%
Spring ’15 mean score:
91.3%
Fall’14: Three of the five
students did not submit
lesson plans regularly for
the ten teaching
opportunities given.
These three students
enrolled in the class
again Spring ’15
semester. Students can
now develop lesson
plans correctly.
Continue with this
lesson planning
assignment.
Practicum
Teaching
Experience
Observations
2 teaching
experiences
PEP 3520
Fall ’14 and Spring ’15:
All students taught at
least 2 successful
lessons incorporating
demonstrations and
verbal cues.
Students are able to
effectively implement
the lessons they have
planned.
Continue to provide
practicum teaching
experiences for the
students.
4.3 Provide
effective
instructional
feedback for skill
Practicum
Teaching
Experience
Lesson Plan
Development
Class average will
be 80% correct.
PEP 3520
Fall ’14 mean score:
18%
Spring ’15 mean score:
91.3%
Fall’14: Three of the five
students did not submit
lesson plans regularly for
the ten teaching
opportunities given.
Continue with this
lesson planning
assignment.
17
acquisition,
student learning,
and motivation.
These three students
enrolled in the class
again Spring ’15
semester. Students can
now develop lesson
plans correctly.
Practicum
Teaching
Experience
Observations
2 teaching
experiences
PEP 3520
Fall ’14 and Spring ’15:
All students taught at
least 2 successful
lessons incorporating
instructional feedback.
Students are able to
effectively implement
the lessons they have
planned.
Continue to provide
practicum teaching
experiences for the
students.
4.4 Recognize
the changing
dynamics of the
environment and
adjust
instructional
tasks based on
student
responses.
Practicum
Teaching
Experience
Lesson Plan
Development
Class average will
be 80% correct.
PEP 3520
Fall ’14 mean score:
18%
Spring ’15 mean score:
91.3%
Fall’14: Three of the five
students did not submit
lesson plans regularly for
the ten teaching
opportunities given.
These three students
enrolled in the class
again Spring ’15
semester. Students can
now develop lesson
plans correctly.
Continue with this
lesson planning
assignment.
Practicum
Teaching
Experience
Observations
2 teaching
experiences
PEP 3520
Fall ’14 and Spring ’15:
All students taught at
least 2 successful
lessons responding to
changes in the
classroom environment.
Students are able to
effectively implement
the lessons they have
planned.
Continue to provide
practicum teaching
experiences for the
students.
Final Exam
80% correct 88% of students in PEP
3264 completed the
assignment, and the
average score for
students was 76.13%
It appears students are
not recognizing the
changing dynamics of
the environments and
being able to adjust their
instructional tasks based
on student responses,
however 2 students
failed the assignment.
Without these scores, all
Of those who completed
the assignment, and do
so sufficiently, they
were able to
successfully recognize
and adjust to meet
student responses.
18
other students effectively
(+90%) do.
Assignment
Class average will
be 80% correct.
On average, students in
PEP 3264 earned
82.81% on their lesson
plans.
Students are effectively
preparing for potential
instructional
adjustments.
Continue with current
procedures.
Lesson Plans 80% correct 88% of students in PEP
3264 completed the
assignment, and the
average score for
students was 76.13%
It appears students are
not recognizing the
changing dynamics of
the environments and
being able to adjust their
instructional tasks based
on student responses,
however 2 students
failed the assignment.
Without these scores, all
other students effectively
(+90%) do.
Of those who completed
the assignment, and do
so sufficiently, they
were able to
successfully recognize
and adjust to meet
student responses.
4.5 Utilize
managerial rules,
routines, and
transitions to
create and
maintain a safe
and effective
learning
environment.
Practicum
Teaching
Experience
Lesson Plan
Development
Class average will
be 80% correct.
PEP 3520
Fall ’14 mean score:
18%
Spring ’15 mean score:
91.3%
Fall’14: Three of the five
students did not submit
lesson plans regularly for
the ten teaching
opportunities given.
These three students
enrolled in the class
again Spring ’15
semester. Students can
now develop lesson
plans correctly.
Continue with this
lesson planning
assignment.
Practicum
Teaching
Experience
Observations
2 teaching
experiences
PEP 3520
Fall ’14 and Spring ’15:
All students taught at
least 2 successful
lessons using
managerial routines.
Students are able to
effectively implement
the lessons they have
planned.
Continue to provide
practicum teaching
experiences for the
students.
Class
Management
Techniques
2 submitted PEP 4990
Fall ’14 and Spring ’15:
All students submitted
at least 2 successful
Students can recognize
an effectively run class
and can implement
strategies they have seen
used by other teachers.
Continue this
assignment.
19
management
techniques.
4.6 Implement
strategies to help
students
demonstrate
responsible
personal and
social behaviors
in a productive
learning
environment.
Practicum
Teaching
Experience
Lesson Plan
Development
Class average will
be 80% correct.
PEP 3520
Fall ’13 mean score:
81.6%
Spring ’15 mean score:
91.3%
Students can develop
lesson plans correctly.
Continue with this
lesson planning
assignment.
Practicum
Teaching
Experience
Observations
2 teaching
experiences
PEP 3520
Fall ’14 and Spring ’15:
All students taught at
least 2 successful
lessons using
appropriate strategies to
promote responsible
behavior.
Students are able to
effectively implement
the lessons they have
planned.
Continue to provide
practicum teaching
experiences for the
students.
Single Student
Interventions
2 submitted PEP 4990
Fall ’14 and Spring ’15:
All students submitted
at least 2 successful
single student
interventions.
WSU students recognize
students they teach that
may need more help with
behavior concerns in the
classroom.
Continue this
assignment.
Physical
education
students utilize
assessments and
reflection to
foster student
learning and
inform
instructional
decisions.
5.1 Select or
create
appropriate
assessments that
will measure
student
achievement of
goals and
objectives.
Evaluation and
Grading
Assignment
Class average will
be 80% correct.
PEP 3520
Fall ’14 mean score:
89.7%
Spring ’15 mean score:
88.1%
Students understand how
to use the state
curriculum guide to
develop a semester
curriculum plan.
Continue the
assignment providing
descriptive grading
rubrics.
5.2 Use
appropriate
assessments to
evaluate student
learning before,
during, and after
instruction.
Practicum
Teaching Using
Technology
2 teaching
experience
PEP 3520
Fall ’14 and Spring ’15:
All students taught at
least 2 lessons utilizing
some type of
assessment.
Students are able to
effectively implement
the lessons they have
planned in a practicum
teaching experience.
Continue to provide
practicum teaching
experiences for the
students.
20
5.3 Utilize the
reflective cycle
to implement
change in teacher
performance,
student learning,
and/or
instructional
goals and
decisions.
Peer and
Practicum
Teaching
Experience
2 teaching
experiences
PEP 3520
Fall ’14: Only one of
five students taught at
least 2 lessons and used
the reflective process to
implement changes.
Spring ’15: 78% of the
students taught at least
2 lessons and used the
reflective process to
implement changes.
Students need many
reminders to reflect on
their teaching.
Forgetfulness is the
excuse given by all
students. Three of the
five students enrolled in
the fall semester course
repeated the course in
the spring.
Remind students that
growth occurs during
reflection. Remind
students to reflect every
day.
Physical
education
students
demonstrate
dispositions
essential to
becoming
effective
professionals.
6.1 Demonstrate
behaviors that
are consistent
with the belief
that all students
can become
physically
educated
individuals.
Service Learning
Assignment
Class average will
be 80% correct.
PEP 2000
Fall ’14 class mean
score: 98.93%
Spring ’15 class mean
score: 93.3%
Students can work with
students of various
diversities successfully.
Continue this
assignment.
Final Exam
Class average will
be 80% correct.
On average, students in
PEP 3100 earned 80.0%
on the final exam.
Students demonstrate
adequate average
proficiency in
developing and
implementing
modifications for various
learners and learning
styles.
Continue current course
structure.
Assignment 80% of students
will complete
assignment.
100% of students in
PEP 3660 completed
the assignment, and the
average score was
99.6%
Students demonstrate
above average
proficiency in
developing and
implementing
modifications for various
learners and learning
styles.
Implement / emphasize
modification
development and use
for additional classes.
Lesson Plans Class average will
be 80% correct.
On average, students in
PEP 3660 earned 100%
on their lesson plans.
Students demonstrate
above average
proficiency in
developing and
implementing
modifications for various
Implement / emphasize
modification
development and use
for additional classes.
21
learners and learning
styles.
6.2 Participate in
activities that
enhance
collaboration and
lead to
professional
growth and
development.
Cooperating
teacher
evaluation of
practicum
teacher.
Class average will
be 80%.
PEP 4990
Fall ’14 and Spring ’15:
All cooperating
teachers gave positive
evaluations of the
practicum teachers
concerning growth.
New evaluation form
allows CT to give better
feedback on student
strengths and
weaknesses.
Continue with the new
evaluation form.
6.3 Demonstrate
behaviors that
are consistent
with the
professional
ethics of highly
qualified
teachers.
Cooperating
teacher
evaluation of
practicum
teacher.
Class average will
be 80%.
PEP 4990
Fall ’14 and Spring ’15:
All cooperating
teachers gave positive
evaluations of the
practicum teachers
concerning professional
ethics.
New evaluation form
allows CT to give better
feedback on student
strengths and
weaknesses.
Continue with the new
evaluation form.
6.4
Communicate in
ways that convey
respect and
sensitivity.
Home
Communications
Assignment
Class average will
be 80%.
PEP 4990
Fall ’14 class mean
score: 87% (only one
student enrolled)
Spring ’15 class mean
score: 100% (only one
student).
Students benefit from an
explicit planning rubric
to know what is
considered appropriate
communication.
Continue to provide a
planning rubric for
students.
22
G. Summary of Artifact Collection Procedure
Artifact Learning Outcome Measured When/How Collected? Where Stored? Quizzes and Final Exam 1 2-3 times during
semester, and at semester’s end.
Faculty paper and electronic files
Skill evaluations 2 2 – 3 times during semester
Faculty Paper Files
Student Lesson Plans 3 2-3 times during semester
Faculty paper files
Teaching Demonstrations 4 2-3 times during semester
Faculty paper files
Student Essays 5 End of semester Faculty paper files Professional Dispositions Scores 6 End of semester;
program faculty assess students in 11 different disposition categories.
Electronic files
23
Appendix A Most departments or programs receive a number of recommendations from their Five-Year Program Review processes. This page provides a means of updating progress towards the recommendations the department/program is acting upon.
Date of Program Review: Fall 2015 Recommendation Recommendation 1 Text of recommendation Progress Description
Update program’s mission statement. The mission statement does not have any
language about how the missions will be
met. We believe it is looking for a “ways
and means” statement.
The program’s mission statement was
amended to include language indicating
that “students will achieve this mission by
completing a variety of coursework and
practicum hours, ultimately allowing them
to develop and practice sound physical
education pedagogical skills.
Recommendation 2 Text of recommendation Progress Description
Address scope and sequence of the program.
There needs to be a clear scope and
sequence of the program, specifically the
teaching licensure track.
Although we already had an articulated
program “scope,” a clear “sequence” for
completion of coursework was articulated
in a “degree map,” and completed in the
early Winter of 2015. Extensive program
changes proposed to reflect the degree map
and were approved by Faculty Senate in
February of 2015.
Recommendation 3 Text of recommendation Progress Description Address student learning outcomes. Student Learning Outcomes and
Assessment: Develop standard assessment
tools, such as rubrics, to assess the
artifacts.
Program faculty is working to standardize
syllabi for courses that are taught by
multiple instructors, and to creating
assessment rubrics that will be used in
those courses. Though the majority of the
courses taught were standardized with the
program changes, there are some that are
still being completed.
Recommendation 4 Text of recommendation Progress Description
24
Number of methods courses. There is a concern for the total number of
“methods” courses students are required to
complete.
As of Spring, 2015 the program faculty
have revised the curriculum, to include
reducing the number of 2-credit methods
courses by consolidating material into 3-
credit courses that are fewer in number.
25
Appendix B Please provide the following information about the full-time and adjunct faculty contracted by your department during the last academic year (summer through spring). Gathering this information each year will help with the headcount reporting that must be done for the final Five Year Program Review document that is shared with the State Board of Regents.
Faculty Headcount 4 With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)
4
Full-time Tenured 0 Full-time Non-Tenured (includes tenure-track) 4 Part-time 0 With Master’s Degrees 0 Full-time Tenured Full-time Non-Tenured Part-time With Bachelor’s Degrees 0 Full-time Tenured Full-time Non-tenured Part-time Other 0 Full-time Tenured Full-time Non-tenured Part-time Total Headcount Faculty 4 Full-time Tenured 0 Full-time Non-tenured 4 Part-time 0
26
Please respond to the following questions.
1) Based on your program’s assessment findings, what subsequent action will your program take?
Although the program’s faculty is satisfied with the assessments provided herein, it recognizes that there are challenges to be met. We have developed and articulated both a “scope” to the program, and a clear “sequence” for completion of coursework, and have implemented recently approved program changes. Since it is the first semester of these changes, the faculty will be evaluating its effects over the coming year. It is anticipated that the effects of the changes will be positive, but we also acknowledge that adjustments may be required. The Physical Education faculty intends to continue evaluating the program for purposes of creating efficiency and appropriateness in the curriculum. The program faculty is committed to preparing students (physical educators) who are capable of teaching physical education to meet National Standards; this means that they are highly skilled in teaching all forms of physical activity, not simply team sports. In short, our objective is to prepare physical educators to provide quality physical education.
2) Are there assessment strategies within your department or program that you feel are particularly effective and/or innovative? If so, what are those strategies and what do you learn about your students by using them? The use of both formative and summative assessment strategies has proved to be very beneficial to our students. Evidence of this is demonstrated in the students’ preparedness for Teacher Education. Our students receive significant praise for their readiness by the Teacher Education Faculty. Their preparedness is the product of a variety of projects that the students are required to engage in; specifically, teaching demonstrations, and lesson planning. Throughout their experience, students enrolled in Physical Education are given opportunities to practice by teaching their peers, and by teaching students the local schools. In addition to this, they become well acquainted with lesson plan development. The culmination of which, is displayed at the end of their senior year. The students share electronic portfolios that reflect how they’ve mastered the NASPE Standards for Beginning Teachers. This is a very rewarding experience for both students and faculty to see the hard work and accomplishments of the students.