Physical Education Eight Key Assessments
Eight key assessments are being submitted as evidence for meeting the NASPE-AAHPERD standards. For each assessment, the type or form of the assessment and when it is administered in the program are indicated. The competencies on each assessment are introduced at stage I, reinforced at stage II and mastered at stage III of the Physical Education Program.
Name of Assessment / Type orForm of Assessment / When the Assessment
Is Administered
1 / [Licensure assessment]
PRAXIS II / Physical Education: Content Knowledge (0091) / Prior to student teaching and stage II of the admission and monitoring process.
2 / Content knowledge in Physical Education / Content Observation Rubric / During stage II and stage III-Student Teaching and Capstone Course.
3 / [Assessment of candidate ability to plan Instruction]
Lesson Plans are aligned with NASPE-AAHPERD standards. / Candidates develop four culturally sensitive lesson plans in the area of concentration/discipline. Instruction in technology and the principles of teaching and learning are integrated throughout each lesson. / In required methods courses
4 / [Assessment of student teaching]Student Teaching Observation Report aligned with NASPE-AAHPERD standards. / Candidates are observed by both an on-site supervising cooperating teacher and a program supervisor during the student teacher semester. All points of focus in the observation report are aligned with NASPE-AAHPERD Standards. / Student Teaching semester: either fall or spring of the senior year
5 / [Assessment of candidate effect on student learning] Teacher Work Sample aligned with NASPE-AAHPERDstandards.
/ Similar to a unit of study in a content area, candidatesare assessed on contextual factors (learning goals, an assessment plan, a design for instruction, instructional decision making, and self evaluation and reflection. Candidates teach a portion of the unit in a classroom. / ED425:Application and Assessment in Specialized Methods (This course is required in the semester prior to student teaching.)
6 / Portfolio Summative Evaluation / The Portfolio is designed to be comprehensive in nature and the artifacts are developed around all of the NASPE-AAHPERD Standards. They are collected in key courses at stages I, II, III, and IV of the Admissions and Monitoring Process. / Student Teaching semester: either fall or spring of the senior year in ED 430 where the competencies are mastered.
7 /
Additional assessment that addresses NASPE-AAHPERD standards (required)Dispositional Survey aligned with NASPE-AAHPERD standards, communication Additional / ED 425 and ED 430
/ Dispositions are mastered at stage III and are assessed during student teaching.
8 / Alumni-Follow-up Survey and the Senior Exit Survey / The Alumni-Follow-up survey and the Senior Exit Survey are aligned to the Units Conceptual Framework and the NASPE-AAHPERD Standards. / The senior exit survey is administered either fall or spring of the senior year in ED 430 where the competencies are mastered.
PHYSICAL EDUCATION
(Undergraduate Program)
ASSESSMENT #1 – PRAXIS II
- Description of Assessment
The Praxis II: Physical Education exam measures the subject knowledge of prospective teachers of Physical Education k-12 grades. The Praxis II (0091) is to identify examinees who have demonstrated the level of knowledge and skills required of entry-level educators. The examination consists of approximately half of the 145 test questions focus on studies of health, and about half focus on studies of and experiences in physical education. Representatives descriptions of topics covered are provided in the chart below.
2. Alignment with NASPE-AAHPERD Standards
Praxis II Test Categories / NASPE-AAHPERD StandardsI.Fundamental Movements, Motor Development, and Motor Learning / 1& 2
II.Movement Forms / 1, 2, & 3
III. Fitness and Exercise Science / 4, 5, 6, & 7
IV.Social Science Foundations / 4, 5, 6, & 7
V.Biomechanics / 4, 5, 6, 7, 8 & 9
VI.Health and Safety / 4, 5, 6, 7, 7, & 9
3. Summary of Data Findings
South CarolinaStateUniversity requires candidates to pass Praxis II prior to student teaching; therefore, the pass rate for this assessment is 100%. According to the data collected from 2005-2008, the undergraduate completers consistently scored within the average performance range in all test categories. During this period, the candidates also scored an average of 20 points higher than the required passing score for South Carolina.
ASSESSMENT #2 – CONTENT KNOWLEDGE RUBRIC
1. Description of Assessment
University supervisors and cooperating teachers use a rubric to assess the candidates’ content knowledge during their student teaching experience. The items in this rubric are based on NASPE-AAHPERD Standards. Standards place emphasis on the fact that candidates understand the importance of each content area in children’s learning. Candidates must know the key concepts, inquiry tools, and structure of each content area according to NASPE-AAHPERD Standards. Additionally, NASPE-AAHPERD Standards highlights the importance of candidates having the ability to identify resources to expand their understanding of content.
2. Alignment with NASPE-AAHPERDStandards (See rubric below)
Assessment 2 – Attachment A
Content Observation Rubric
PHYSICAL EDUCATION CONTENT OBSERVATION RUBRIC
Candidate: ______School: ______Subject/leve1(s): ______
Evaluator: ______Dates covered: From______To______
For each observation, evaluate the intern for each NASPE /AAHPERD standard to indicate (a) evidence in planning, (b) evidence in teaching, and (c) evidence in producing intended student learning. Record your evaluation by checking the appropriate box. Use the following scale:
1= Needs Improvement 2= Developing Competency 3= Competent No= Not Observed
Association for Physical Education International Standards / Linked to EP, RD and HP and ADEPT / Evidence in Planning / Evidence in Teaching / Evidence in Producing the Intended Student LearningStandard 1.Content Knowledge. / EP, RD, HP and APS 1, 2, 3 & 4 / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No
1.1 Accomplished physical education candidates have a command of the subject matter of physical education that reflects both breadth and depth. They establish and promote lifetime physical activity habits of all students. As well, they can articulate the relevance of the underlying sub-disciplines of physical education, integrating appropriate concepts into the physical education program that encourages lifetime physical activity.
Standard 2. Curricular Knowledge. / EP, RD, HP and APS 1, 2, 3 / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No
2.1Accomplished physical education candidates consistently articulate a value system base for selecting, planning and evaluating their curriculum to meet student needs and promote student learning.
Standard 3. Equity/Fairness/Diversity. / EP, RD, HP and APS 3,4, 5, 6, 7, 8 & 9 / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No
3.1 Accomplished physical education candidates model and promote behavior appropriate in a diverse society by showing respect for and valuing all members of their communities and by having high expectations that their students will treat one another fairly and with dignity.
Standard 4.0: Sound Teaching Practices. / EP, RD, HP and APS 10 / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No / □ 1
□ 2
□ 3
□ No
4.1 Accomplished physical education candidates thoroughly comprehend the fundamental goals of physical education. They carefully orchestrate the blending of relevant principles of pedagogical practice with the complex nature of the physical education content. This gives their teaching actions purpose and allows them to implement a flexible yet effective instructional program responsive to students’ interests, needs, and developmental levels.
Standard 5: Assessment. / EP, RD, HP and APS 10 / □1
□2
□3
□No / □1
□2
□3
□No / □1
□2
□3
□No
5.1 Accomplished physical education candidates consistently use a variety of authentic assessments aligned with national, state standards, state and local program goals, and student outcomes goals to provide feedback to students, report student progress, shape instruction, and evaluate curriculum and program goals.
Standard 6: High Expectations for a Physically Active Lifestyle. / EP, RD, HP and APS 6 / □1
□2
□3
□No / □1
□2
□3
□No / □1
□2
□3
□No
6.1 Accomplished physical education candidates maintain a stimulating, productive learning environment that holds all students to the highest expectations for adopting a physically active lifestyle.
Standard 7: Methods of Inquiry. / EP, RD, HP and APS 7 / □1 □2
□3 □No / □1 □2
□3 □No / □1 □2
□3 □No
7.1 Accomplished physical education candidates know, understand, interpret, critique, and consistently use research to improve practice.
Standard 8. Collaboration, Reflection, Leadership, and Professionalism. / EP, RD, HP and APS 7 / □1
□2
□3
□No / □1
□2
□3
□No / □1
□2
□3
□No
8.1 Accomplished physical education candidates are lifelong learners who collaborate as members of a larger learning community to improve school physical education for all students and enhance the professional culture of their field.
Standard 9. Mentoring. / EP, RD, HP and APS 7 / □1 □2
□3 □No / □1 □2
□3 □No / □1 □2
□3 □No
9.1 Accomplished physical education candidates contribute to the professional development and support of other current and/or future educators.
3. Summary of Data Findings
University supervisors and cooperating teachers conduct four formal observations of student teachers during their thirteen-week internship. A four-level rating criteria is used: needs improvement, developing competence, competent, and not observed. Although the university supervisors and cooperating teachers rated the candidates’ knowledge of content independently, their findings are the same. No students were rated as “needs improvement” in the area of content knowledge.
Content Observation Rubric
PHYSICAL EDUCATION CONTENT OBSERVATION RUBRIC
Candidate: School: Orangeburg-Wilkinson Subject/leve1(s): 9-12th
Evaluator: Dr Clemmie Hill Dates covered: From January 2008 to May 2008
For each observation, evaluate the intern for each NASPE /AAHPERD standard to indicate (a) evidence in planning, (b) evidence in teaching, and (c) evidence in producing intended student learning. Record your evaluation by checking the appropriate box. Use the following scale:
1= Needs Improvement 2= Developing Competency 3= Competent No= Not Observed
Association for Physical Education International Standards / Linked to EP, RD and HP and ADEPT / Evidence in Planning / Evidence in Teaching / Evidence in Producing the Intended Student LearningStandard 1.Content Knowledge. / EP, RD, HP and APS 1, 2, 3 & 4 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
1.1 Accomplished physical education candidates have a command of the subject matter of physical education that reflects both breadth and depth. They establish and promote lifetime physical activity habits of all students. As well, they can articulate the relevance of the underlying sub-disciplines of physical education, integrating appropriate concepts into the physical education program that encourages lifetime physical activity.
Standard 2. Curricular Knowledge. / EP, RD, HP and APS 1, 2, 3 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
2.1Accomplished physical education candidates consistently articulate a value system base for selecting, planning and evaluating their curriculum to meet student needs and promote student learning.
Standard 3. Equity/Fairness/Diversity. / EP, RD, HP and APS 3,4, 5, 6, 7, 8 & 9 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
3.1 Accomplished physical education candidates model and promote behavior appropriate in a diverse society by showing respect for and valuing all members of their communities and by having high expectations that their students will treat one another fairly and with dignity.
Standard 4.0: Sound Teaching Practices. / EP, RD, HP and APS 10 / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No / □ 1
□ 2
x 3
□ No
4.1 Accomplished physical education candidates thoroughly comprehend the fundamental goals of physical education. They carefully orchestrate the blending of relevant principles of pedagogical practice with the complex nature of the physical education content. This gives their teaching actions purpose and allows them to implement a flexible yet effective instructional program responsive to students’ interests, needs, and developmental levels.
Standard 5: Assessment. / EP, RD, HP and APS 10 / □1
□2
x3
□No / □1
□2
x3
□No / □1
□2
x3
□No
5.1 Accomplished physical education candidates consistently use a variety of authentic assessments aligned with national, state standards, state and local program goals, and student outcomes goals to provide feedback to students, report student progress, shape instruction, and evaluate curriculum and program goals.
Standard 6: High Expectations for a Physically Active Lifestyle. / EP, RD, HP and APS 6 / □1
□2
x3
□No / □1
□2
x3
□No / □1
□2
x3
□No
6.1 Accomplished physical education candidates maintain a stimulating, productive learning environment that holds all students to the highest expectations for adopting a physically active lifestyle.
Standard 7: Methods of Inquiry. / EP, RD, HP and APS 7 / □1
x2
□3
□No / □1
x2
□3
□No / □1
x2
□3
□No
7.1 Accomplished physical education candidates know, understand, interpret, critique, and consistently use research to improve practice.
Standard 8. Collaboration, Reflection, Leadership, and Professionalism. / EP, RD, HP and APS 7 / □1
x2
□3
□No / □1
x2
□3
□No / □1
x2
□3
□No
8.1 Accomplished physical education candidates are lifelong learners who collaborate as members of a larger learning community to improve school physical education for all students and enhance the professional culture of their field.
Standard 9. Mentoring. / EP, RD, HP and APS 7 / □1
□2
x3
□No / □1
□2
x3
□No / □1
□2
x3
□No
9.1 Accomplished physical education candidates contribute to the professional development and support of other current and/or future educators.
4. Interpretation of how the Data Provides Evidence that the NASPE-AAHPERD Standards were met
The rubric used for this assessment is based on the NASPE-AAHPERD Standards, which focuses on the content knowledge that candidates should possess. Based on the data, the physical education candidate demonstrated a strong understanding of content knowledge. Moreover, NASPE-AAHPERD Standards were met.
ASSESSMENT #3 – LESSON PLAN RUBRIC
1. Description of Assessment
Candidates write lesson plans in all methods classes. Therefore, a standardized lesson plan format is used in all Physical Education classes. Candidates must align their lessons with the South Carolina Curriculum Standards. The lesson plans must include appropriate objectives and procedures that support the standards and objectives. Some of the other evaluation criteria include an engaging introduction that effectively activates prior knowledge and accommodations for differences in rates of learning, learning styles, diversity, and special needs. The university supervisors and cooperating teachers collect the data on lesson plans during the student teaching experience.
2. Alignment with NASPE-AAHPERD Standards (See rubric below)
SOUTH CAROLINA STATE UNIVERSITY
(Program Area: Physical Education)
Key Assessment # 3
LESSON PLANRUBRIC
Evaluation / Competent
3 / Developing
Competence
2 / Needs Improvement
1 / Score
SC Curricular Standards; NASPE-AAHPRED 2 / Lesson and assessments are aligned with the South Carolina Curriculum Standards. / The standards are identified in general terms, but are aligned with the lesson or assessments. / The standards are vague and not aligned with the lesson or assessments.
Instructional Objectives; NASPE-AAHPRED 2 / Concise statements of what students are expected to demonstrate. The statements follow the ABCD and taxonomies of learning formats. / The statements are vague and not in the ABCD and taxonomies of learning formats. / Statements of what students are expected to demonstrate are not in the ABCD and taxonomies of learning formats.
Lesson Plan Language, Grammar, Punctuation, Spelling; AAHPRED 1, 8 / Language particularly descriptive; all portions complete, thoroughly developed and clearly written; and no grammatical or mechanical errors. / Sufficient detail so another teacher could implement lesson; all portions completed and clearly written; a few grammatical and mechanical errors. / Detail lacking (another teacher would have difficulty implementing lesson); portions missing, poorly written, unclear; several grammatical and mechanical errors.
Citations of Sources of Ideas (optional); AAHPRED 1,8 / Sources cited using publication format (APA, for example). / All sources cited so another teacher could locate sources. / Sources not cited or not cited with enough detail.
Procedures; NASPE-AAHPRED 4 / Procedures provide detailed
information on the preparation, implementation, and integration of instruction. / Procedures provide vague information on the preparation, implementation, and integration of instruction. / Procedures provided no information on the preparation, but not the implementation or integration instruction.
Modeling Behaviors; NASPE-AAHPRED 1, 4 / Several examples include demonstrations on how students are to go about
completing the lesson that includes detailed description about incorporating diverse. / Few examples of
how students are to go
completing the about completing the
lesson. No accommodations for diverse learning styles. / No examples are provided of how students are to go about completing the lesson.
Guided and Independent Practices; NASPE-AAHPRED 4 / Opportunities are provided for guided and/or on guided independent practice. / Opportunities are guided for independent studies practice only. / Limited opportunities guided or independent practice.
Variety of Strategies; NASPE-AAHPRED 3, 4 / Used avariety of strategies that allowed the learners to be actively engaged in the learning. / The learners are actively engaged in the learning, but limited strategies were used. / Limited strategies were used and the learners were not actively engaged in the learning.
Awareness of Different Learning Styles, Rates of Learning -and Abilities Diversity and Special Needs; NASPE-AAHPRED 3 / Used strategies that provided for differences in learning styles, rates of learning and abilities. / Strategies provided limited attention to differences in learning styles and rates of learning. / Learning styles were not addressed.
Assessment; NASPE-AAHPRED 5 / Description of how learners have met all standards and objectives are clearly stated, appropriately aligned and effectivelymeasured. / Description of how learners have met some standards and objectives are clearly stated, effectively measured, and appropriately aligned. / Descriptions of how Learners have met standards are vague or limited.
Closure; NASPE-AAHPRED 4 / Closure includes all of the following: summary, importance, and application of the lesson. / Closure includes summary but not importance, and application. / No lesson closure is provided.
Materials /Technology; NASPE-AAHPRED 4 / Material and technology enhance the lesson and are appropriate for our objectives, activities and diverse learners. / Material and technology are appropriate but did not enhance objective and activities for all learners. / Material and technology are inappropriate for all learners.
Reflection; NASPE-AAHPRED 8 / The teaching experience is clearly analyzed. The strengths and weaknesses of the lesson are identified along with suggestions for improvement. / The teaching experience is clearly analyzed. The strengths and weaknesses of the lesson but does not include or suggestions for improvement. / No reflection is given.
TOTAL POINTS
3. Summary of Data Findings
University supervisors and cooperating teachers assess candidates in the area of lesson planning during the student teaching process. According to the data, the candidate (N=1) are competent in developing and implementing lesson plans. The university supervisors gave the candidate a 100% rating in 13 out of 13 evaluation areas.
SOUTH CAROLINA STATE UNIVERSITY
(Program Area: Physical Education)
Key Assessment # 3
LESSON PLAN RUBRIC
Evaluation / Competent
3 / Developing
Competence
2 / Needs Improvement
1 / Score
SC Curricular Standards; NASPE-AAHPRED 2 / Lesson and assessments are aligned with the South Carolina Curriculum Standards. / The standards are identified in general terms, but are aligned with the lesson or assessments. / The standards are vague and not aligned with the lesson or assessments. / 3
Instructional Objectives; NASPE-AAHPRED 2 / Concise statements of what students are expected to demonstrate. The statements follow the ABCD and taxonomies of learning formats. / The statements are vague and not in the ABCD and taxonomies of learning formats. / Statements of what students are expected to demonstrate are not in the ABCD and taxonomies of learning formats. / 3
Lesson Plan Language, Grammar, Punctuation, Spelling; AAHPRED 1, 8 / Language particularly descriptive; all portions complete, thoroughly developed and clearly written; and no grammatical or mechanical errors. / Sufficient detail so another teacher could implement lesson; all portions completed and clearly written; a few grammatical and mechanical errors. / Detail lacking (another teacher would have difficulty implementing lesson); portions missing, poorly written, unclear; several grammatical and mechanical errors. / 3
Citations of Sources of Ideas (optional); AAHPRED 1,8 / Sources cited using publication format (APA, for example). / All sources cited so another teacher could locate sources. / Sources not cited or not cited with enough detail. / 3
Procedures; NASPE-AAHPRED 4 / Procedures provide detailed
information on the preparation, implementation, and integration of instruction. / Procedures provide vague information on the preparation, implementation, and integration of instruction. / Procedures provided no information on the preparation, but not the implementation or integration instruction. / 3
Modeling Behaviors; NASPE-AAHPRED 1, 4 / Several examples include demonstrations on how students are to go about
completing the lesson that includes detailed description about incorporating diverse. / Few examples of
how students are to go
completing the about completing the
lesson. No accommodations for diverse learning styles. / No examples are provided of how students are to go about completing the lesson. / 3
Guided and Independent Practices; NASPE-AAHPRED 4 / Opportunities are provided for guided and/or on guided independent practice. / Opportunities are guided for independent studies practice only. / Limited opportunities guided or independent practice. / 3
Variety of Strategies; NASPE-AAHPRED 3, 4 / Used avariety of strategies that allowed the learners to be actively engaged in the learning. / The learners are actively engaged in the learning, but limited strategies were used. / Limited strategies were used and the learners were not actively engaged in the learning. / 3
Awareness of Different Learning Styles, Rates of Learning -and Abilities Diversity and Special Needs; NASPE-AAHPRED 3 / Used strategies that provided for differences in learning styles, rates of learning and abilities. / Strategies provided limited attention to differences in learning styles and rates of learning. / Learning styles were not addressed. / 3
Assessment; NASPE-AAHPRED 5 / Description of how learners have met all standards and objectives are clearly stated, appropriately aligned and effectivelymeasured. / Description of how learners have met some standards and objectives are clearly stated, effectively measured, and appropriately aligned. / Descriptions of how Learners have met standards are vague or limited. / 3
Closure; NASPE-AAHPRED 4 / Closure includes all of the following: summary, importance, and application of the lesson. / Closure includes summary but not importance, and application. / No lesson closure is provided. / 3
Materials /Technology; NASPE-AAHPRED 4 / Material and technology enhance the lesson and are appropriate for our objectives, activities and diverse learners. / Material and technology are appropriate but did not enhance objective and activities for all learners. / Material and technology are inappropriate for all learners. / 3
Reflection; NASPE-AAHPRED 8 / The teaching experience is clearly analyzed. The strengths and weaknesses of the lesson are identified along with suggestions for improvement. / The teaching experience is clearly analyzed. The strengths and weaknesses of the lesson but does not include or suggestions for improvement. / No reflection is given. / 3
TOTAL POINTS
39
39 Overall Rating
39Competent (34-39 Points)
0Developing Competence (28-33Points)
0Needs Improvement (0-27 Points)