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Department Health and Physical Education
School of Education and Behavioral Sciences
B.S. Physical EducationCIP Code : 131314Program Code: 378
1Program Quality Improvement Report 2009-2010Fall 2010
Student-Learning Outcomes
2Fall 2010 Program Quality Improvement Report 2009-2010
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.
3Program Quality Improvement Report 2009-2010
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)
Fall 2010
Alignment of Outcomes
4Program Quality Improvement Report 2009-2010
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.
Fall 2010
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
Program Quality Improvement Report 2009-2010 5Fall 2010
Measures of Learning Outcomes
Direct MeasuresOklahoma Subject Area Test (OSAT)
Lesson Plan and ReflectionStudent Teaching Evaluations
Teacher Work Sample Behavior Management Plan
Individual Education Plan Portfolio
Instructor Developed Assessments
Program Quality Improvement Report 2009-2010 6Fall 2010
Indirect MeasuresIDEA
Exit InterviewsStudent Surveys
Assessment Advisory Council Feedback
Strategies or Methods to Address ShortfallsAdvisement
Definitive Plan of StudyEducation Transition Points
Remediation
Program Quality Improvement Report 2009-2010 7Fall 2010
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.
88Program Quality Improvement Report 2009-2010Fall 2010
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
Program Quality Improvement Report 2009-2010 9
Lesson Plan: HPET 4773 Methods Teaching Physical Education
Semester/Year Number of students
Unacceptable Level0-69%
Acceptable Level70-89%
Target Level90-100%
Fall 2009 6 0% 33.3% (2) 66.6% (4)
Fall 2008 1 0% 0% 100%
Percent Candidates Scoring at Each Level of Performance
Outcome 5. Communication
Lesson Plan: HPET 4773 Methods Teaching Physical EducationSemester Number
of students
Total Score
100 pts
Introduction
10 pts
Objectives
20pts
Environment
20pts
Content Analysis
25pts
Assessment Plan
15 pts
Reflection
10 pts
Fall 2009 6 91.6 9 18.5 18 23.3 12.6 8.8
Fall 2008 1 94 9 18 20 23 14 10
Candidates Average Score by Lesson Plan Category
Fall 2010
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
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)
Program Quality Improvement Report 2009-2010 10
Outcome 5. Communication
Percent Candidates Scoring at Each Level of Performance
Fall 2010
Candidates Average Score by Category and Total Points
Reflection: HPET 4773 Methods Teaching Physical EducationSemester/Year Number
of Students
Total Score75 pts
Context
15 pts
Analysis of Teaching
25 pts
Critique of Teaching
25 pts
Written Communication
10 pts
Fall 2009 6 69 14 23.5 23 8.8
Fall 2008 1 70 15 22 23 10
Lesson Plan/Reflection Assessment
Program Quality Improvement Report 2009-2010 11
Teacher Work Sample Factor 1: Contextual Information and Learning Environment Decisions
Academic Year Number of Students
Standard Not MetScore = 1
Meets StandardScore= 3
Exceeds StandardScore = 5
2009-2010 6 0 3.27 0
Teacher Work Sample Factor 2: Unit Learning Goals and ObjectivesAcademic Year Number of
StudentsStandard Not Met
Score = 1Meets Standard
Score = 3Exceeds Standard
Score = 5
2009- 2010 6 0 3.48 0
Outcome 5. Communication
Candidates Average Score By Performance Criteria
Fall 2010
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
Program Quality Improvement Report 2009-2010 12
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.
Fall 2010
Report on actions from the three previously chosen priority outcomes
Program Quality Improvement Report 2009-2010 13
Percent Candidates Score at Each Level of Performance
Behavior Management Plan – HPET 3333 Physical Education Elementary SchoolSemester/Year Number of Students Unacceptable
Score < 48 ptsAcceptable
Score 49–62 ptsTarget
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)
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
Fall 2010
Program Quality Improvement Report 2009-2010 14
Lesson Plan: HPET 4773 Methods Teaching Physical EducationSemester/Year Number of
StudentsUnacceptable 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)
Reflection: HPET 4773 Methods Teaching Physical Education
Semester/Year Number of Students Unacceptable Level0-52 points
Acceptable Level 53-67 points
Target Level68-75points
Fall 2009 6 16.6% (1) 50% (3) 33.3% (2)
Fall 2008 1 0% 0% 100% (1)
Outcome 6. Planning and Instruction
Fall 2010
Percent Candidates Score at Each Level of Performance
Percent Candidates Score at Each Level of Performance
Lesson Plan/Reflection• Plan includes Unit outline• Developmentally appropriate objectives• Sequencing of skills• Detail skills and teaching cues
Program Quality Improvement Report 2009-2010 15
Outcome 6. Planning and Instruction
Portfolio Competencies – AY 2009-2010Competency Number of Students Does Not Meet Standard
1Meets Standard
3Exceeds Standard
5
Competency 1 9 0 9 0
Competency 14 10 0 10 0
Candidates Score By Level of Performance
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
Fall 2010
Outcome 6. Planning and Instruction
Student Teaching AssessmentCategory 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
Program Quality Improvement Report 2009-2010 16Fall 2010
Candidate’s Average Score by Category N=1 Spring 2010
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
Outcome 6. Planning and Instruction
Program Quality Improvement Report 2009-2010 17
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
Fall 2010
Candidate’s Average Score by Category N=1
Student Teaching Assessment• Physical Education Addendum – University Supervisor assesses candidate performance twice at each placement
Passing Score at or above Acceptable Level of Performance3 = Target – performs competently2 = Acceptable – performs somewhat competently1 = Unacceptable- demonstrates little or no competency
Program Quality Improvement Report 2009-2010 18
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.
Fall 2010
Report on actions from the three previously chosen priority outcomes
Program Quality Improvement Report 2009-2010 19
Individual Education Plan – HLTH 3013 Adapted Physical EducationAcademic Year Number of
StudentsUnacceptableScore < 70%
AcceptableScore 70%-89%
Target90%-100%
2009 - 2010 12 0 8 4
2008 - 2009 9 3 0 6
Spring 2008 1 0 0 1
Outcome 7. Student Assessment
Overall Candidate Performance at Each Performance Level
Fall 2010
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
Program Quality Improvement Report 2009-2010 20
Outcome 7. Student Assessment
Individual Education Plan
Academic Year Number of Students Demographics20 points
Assessment25 points
Planning Program50 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 Factor 3: Assessment PlanAcademic Year Number of
StudentsStandard Not Met
1Meets Standard
3Exceeds the Standard
5
2009 - 2010 6 0 3.65 0
Candidate Average Score by Factor
Teacher Work SampleCandidate Average Score by Performance Criteria
IEP• Demographics – identifies present level of performance• Assessment/Screening – test to be administered, appropriateness• Program – based on relevant information, annual goals, placement
Fall 2010
Program Quality Improvement Report 2009-2010 21
Outcome 7. Student Assessment
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 3.7 0
Teacher Work Sample Factor 5 : Analysis of Learning ResultsAcademic Year Number of
StudentsStandard Not
Met1
Meets Standard
3
Exceeds Standard
5
2009 - 2010 6 2.8 (2) 3.4 (4) 0
Candidate Average Score by Performance Criteria
Candidate Average Score by Performance Criteria
Fall 2010
TWS• Instructional Design - Assessment-based adaptations, multiple learning strategies, motivational elements• Analysis of Learning – graphics and data, narrative demonstrates learning, aligned with goals
Program Quality Improvement Report 2009-2010 22
Outcome 7. Student Assessment
Teaching Portfolio: Competency 8 Academic Year Number
of Students
Standard Not Met1
Meets Standard3
Exceeds Standard5
2009 –2010 6 0 100% 0
Exit Exam from previous report has been abandoned.
Education Portfolio• Competency 8 – Teacher - made Test and Rubric
Percent Candidates at Each Standard of Performance
Fall 2010
Student-learning outcome and measurements Priority Outcome 1
PROGRAM OUTCOME
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
4. Management and MotivationPhysical 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.
HPET 3333
HPET 3333
Upper division Education courses
Behavior Management Plan (Direct)
Field Experience/Observation Report (Direct)
Teacher Work Sample – Factors 1, 2 and 4 (Direct)
Student Teaching Evaluation – Physical Education Addendum (Direct)
Criterion – Referenced
Face – Validity
Criterion – Referenced
Criterion-Referenced
Inter-rater reliability
Multiple assessors
Inter –rater Reliability
Multiple-Assessors
Fall, Spring
Fall, Spring
Fall, Spring
Fall, Spring
2323Program Quality Improvement Report 2009-2010Fall 2010
Display of Assessment DataPriority Outcome 1
Behavior Management Plan – Physical Education Elementary School
Semester N Unacceptable Level0 – 48 points
Acceptable Level 49 - 62 points
Target Level63 - 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)
Program Quality Improvement Report 2009-2010 24
Percentage of Candidates Scoring at Each Level of Performance
Fall 2010
Behavior Management Plan – Physical Education Elementary SchoolAcademic Year N Observable Behavior /Performance Criteria
20 points
Acceptable 14 -20 points
Student Contract and Managerial Information
20 pointsAcceptable 14 - 20 points
2009 - 2010 14 15 15.0
2008 - 2009 5 15.4 15.2
Average Score by Criteria
Display of Assessment DataPriority Outcome 1
Program Quality Improvement Report 2009-2010 25Fall 2010
Field Experience/Observation Report – Physical Education Elementary School
Semester Number of Students
Unacceptable Level 0 – 29 points
Acceptable Level30 – 39 points
Target Level10 – 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%
Percentage of Candidates Scoring at Each Level of Performance
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
Program Quality Improvement Report 2009-2010 26
Priority Outcome 1Management and Motivation
Teacher Work Sample: Factor 1 Contextual Information and Learning EnvironmentAcademic Year Number of
StudentsStandard Not Met
1Meets Standard
3Exceeds 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 Met1
Meets Standard3
Exceeds Standard5
2009 - 2010 6 0 3.47 0
Candidates Average Score by Performance Standard
Fall 2010
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
Program Quality Improvement Report 2009-2010 27
Priority Outcome 1Management and Motivation
Fall 2010
Student Teacher Evaluation – Physical Education AddendumStandard Mentor Supervisor Overall
Organization and Management 3.0 3.0 3.0
Motivation 3.0 3.0 3.0
Student Teacher EvaluationPassing Score = 2 or better3 = Target 2 = Acceptable 1 = Unacceptable (Demonstrates little or no competency)
Spring 2010 N = 1
Teacher Work Sample: Factor 4 Instructional DesignAcademic Year Number of
StudentsStandard Not Met
1Meets Standard
3Exceeds Standard
5
2009 - 2010 6 0 3.65 0
Candidates Average Score by Performance Standard
Analysis of Assessment DataPriority Outcome 1
Program Quality Improvement Report 2009-2010 28Fall 2010
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)
Action Plan for Student Learning OutcomePriority Outcome 1
Program Quality Improvement Report 2009-2010 29Fall 2010
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 self-motivation.
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
Student-learning outcome and measurements Priority Outcome 2
PROGRAM OUTCOME
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
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)
HLTH 3013
HPET 3333
Upper Division Education Courses
IEP (Direct)
Behavior Management Plan (Direct)
TWS Factors 2, 3(Direct)
Portfolio Competencies 2 and 13 (Direct)
Criterion – Referenced
Criterion-referenced
Criterion-Referenced
Criterion-referenced
Inter-rater
Inter-rater
Multiple assessors
Multiple Assessors
Fall, Spring
Fall, Spring
Fall, Spring
Fall, Spring
3030Program Quality Improvement Report 2009-2010Fall 2010
Display of Assessment DataPriority Outcome 2
Program Quality Improvement Report 2009-2010 31Fall 2010
Individual Education Plan – HLTH 3013 Adapted Physical Education
Academic Year Number of
Students
UnacceptableScore < 70%
AcceptableScore 70%-89%
Target90%-100%
2009 - 2010 12 0 8 4
2008 - 2009 9 3 0 6
Overall Candidate Performance by Performance Level
Diverse Students
Individual Education PlanDemographic information – student’s disability or special needPlan – measureable goals that address disability or need and addresses approach strategiesServices – based on assessment
Passing Score = 70% or better of total points possible
Display of Assessment DataPriority Outcome 2
Program Quality Improvement Report 2009-2010 32Fall 2010
Diverse Students
Percent Candidates Score at Each Level of Performance
Behavior Management Plan – HPET 3333 Physical Education Elementary SchoolSemester/Year Number of Students Unacceptable
Score < 48 ptsAcceptable
Score 49–62 ptsTarget
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%
Individual Education Plan – HLTH 3013 Adapted Physical EducationAcademic Year Number of
StudentsDemographics
20 pointsPlanning Program
50 pointsServices 5 points
2009 - 2010 12 17 44.9 4.5
2008 - 2009 9 18 34.5 4
Average Score by Criteria
Display of Assessment DataPriority Outcome 2
Program Quality Improvement Report 2009-2010 33
Teacher Work Sample Factor 2: Unit Learning Goals and ObjectivesAcademic Year N Standard Not Met
1Meets Standard
3Exceeds Standard
52009 - 2010 7 0 3.5 0
Teacher Work Sample: Factor 3 Assessment PlanAcademic Year N Does Not Meet Standard
1Meets Standard
3Exceeds Standard
52009 - 2010 6 0 3.65 0
Fall 2010
Diverse Students
TWS Factor 2• Writing developmentally appropriate goals and objectives• Skill/performance objectives
TWS Factor 3• Adaptations made for the special needs student
Candidates Average Score by Performance Standard
Candidates Average Score by Performance Standard
Display of Assessment DataPriority Outcome 2
Program Quality Improvement Report 2009-2010 34
Education Portfolio Competency 2 - Game
Academic Year N Standard Not Met1
Standard Met3
Exceeds Standard5
2009 – 2010 8 0% 62.5% (5) 37.5% (3)
Fall 2010
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
Diverse Students
Percent Score Candidates by Performance Standard
Education Portfolio Competency 13 – IEP SPED 3103
Academic Year N Standard Not Met1
Standard Met 3
Exceeds Standard5
2009 – 2010 7 0% 100% (7) 0%
Analysis of assessment dataPriority Outcome 2
Program Quality Improvement Report 2009-2010 35Fall 2010
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
Program Quality Improvement Report 2009-2010 36Fall 2010
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
Analysis of assessment dataPriority Outcome 2
Action Plan for Student-Learning OutcomePriority Outcome 2
Program Quality Improvement Report 2009-2010 37Fall 2010
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
Student-learning outcome and measurements Priority Outcome 3
PROGRAM OUTCOME
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
1. Content Knowledge Physical Education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person. (Knowledge, Comprehension)
Completion or concurrent enrollment (at least ½ of the course completed) in : Applied Anatomy & Kinesiology, PE in the Elementary, PE in the Secondary, Motor Learning, Methods of Teaching Physical Education
EDUC 4955 and 4985
OSAT (Direct)
Student Teaching Evaluations
Norm-referenced scores and Competency-Based
Criterion-referenced Inter-rater
Periodically
Fall, Spring
3838Program Quality Improvement Report 2009-2010Fall 2010
Display of assessment dataPriority Outcome 3
Program Quality Improvement Report 2009-2010 39
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
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
Content Knowledge
Display of assessment dataPriority Outcome 3
Program Quality Improvement Report 2009-2010 40Fall 2010
Content Knowledge
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
Candidates Average Score by Total Score and by Subareas - OSAT
Subareas – I. Growth and Development II. Health Concepts III. Health Related Physical Fitness IV. Foundations of Movement and Sport ActivitiesV. Instruction Assessment and Professional Knowledge VI. Constructed Response
Program Quality Improvement Report 2009-2010 41
Display of assessment dataPriority Outcome 3
Student Teaching AssessmentCategory 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
Content Knowledge
Fall 2010
Student Teaching Assessment
Scoring – Passing Score = 2 or better1=Does not meet expectations 2=Meets expectations 3= Exceeds expectations
Candidates Average Score by Criteria/all assessments N = 1 Spring 2010
Program Quality Improvement Report 2009-2010 42
Display of assessment dataPriority Outcome 3
Content Knowledge
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
Scoring criteria1=Unacceptable 2= Acceptable 3=Target
Candidates Average Score by Criteria/all assessments N=1
Analysis of assessment data Priority Outcome 3
43Program Quality Improvement Report 2009-2010
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
Action plan for Student-Learning OutcomePriority Outcome 3
44Program Quality Improvement Report 2009-2010Fall 2010
Outcome 1. Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person.
Action Time Implementation Time Completion Human and/or Fiscal Resources needed
Monitor candidate performance on the OSAT.
Each Administration
Continuing All Faculty
Review course content to address Subarea Scores that are below the State mean.
Annually Continuing Faculty
Provide input to Education faculty concerning exemplary programs for observation and student teaching experiences.
Each Semester Faculty
Ancillary Actions(Optional)
45Program Quality Improvement Report 2009-2010Fall 2010
• 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
Published information on graduates
46
Academic Year 09-10 Entered Graduate School Working In Discipline Other
Summer 2009
Fall 2009
Spring 2010 1
Total 1
Program Quality Improvement Report 2009-2010Fall 2010