B.S. Physical Education CIP Code : Program Code: 378

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

Student-Learning Outcomes
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. Diverse Students Physical education teachers understand how individuals differ in their approaches to learning, and create appropriate instruction adapted to these differences. 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. Communication Physical education teachers use knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity settings. Page two Fall 2010 Program Quality Improvement Report

Program Quality Improvement Report 2009-2010
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. 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) Page two Item 1 You must list all of the student-learning or service outcomes that are part of your assessment plan – not just the 3 priority outcomes required for this report. All of these outcomes should be stated in measurable terms using action verbs as described in Bloom’s taxonomy. Below is one link to an explanation of Bloom’s taxonomy. Item 2 Use a list or table to indicate any student-learning or service outcomes that are mandated by an accrediting agency. Fall 2010 Program Quality Improvement Report

Alignment of Outcomes Program outcomes are appropriately aligned with the University Mission that seeks to offer educational programs and opportunities for students in the service area. The department seeks to produce professionals who are “competent, caring, committed and reflective decision makers”. The Department seeks to be an essential component in the total educational process of the student through the promotion and support of health enhancing lifestyles and by preparing the student academically to pursue the academic degree in their chosen career. Fall 2010 Program Quality Improvement Report

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 Fall 2010 Program Quality Improvement Report

Measures of Learning Outcomes
Direct Measures Oklahoma Subject Area Test (OSAT) Lesson Plan and Reflection Student Teaching Evaluations Teacher Work Sample Behavior Management Plan Individual Education Plan Portfolio Instructor Developed Assessments Page 4 Item 1 List all direct measures of student-learning or service outcomes. Use multiple slides as necessary to complete this section. Below is a link to examples of direct and indirect student learning measurements. Item 2 List all indirect measures of student-learning or service outcomes. Use multiple slides as necessary to complete this section. Item 3 List strategies or methodologies that address shortfalls in student learning or services. Use multiple slides as necessary to complete this section. An important aspect of assessment is being able to identify and correct learning or service deficiencies in a timely manner. Academic programs need to have strategies in place to assess shortfalls in student learning before graduation. Similarly, student service departments need strategies in place that address student satisfaction and service issues, on a yearly or monthly basis, and often on a daily basis. Program Quality Improvement Report Fall 2010

Indirect Measures IDEA Exit Interviews Student Surveys
Assessment Advisory Council Feedback Strategies or Methods to Address Shortfalls Advisement Definitive Plan of Study Education Transition Points Remediation Fall 2010 Program Quality Improvement Report

Report on actions from the three previously chosen priority outcomes
Outcome 5. Communication - Physical education teachers use knowledge of effective verbal, nonverbal and media communication techniques to enhance learning and engagement in physical activity settings (Knowledge, Application) Action – Identify and develop additional assessments to meet the outcome. Lesson Plan/Reflection Assessment Completed by students enrolled in HPET 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 Fall 2010 Program Quality Improvement Report 8

Outcome 5. Communication Lesson Plan/Reflection Assessment Video Self Assessment Passing Score = at or above the Acceptable Level (70%) Category passing scores are at or above 70% of total points possible Percent Candidates Scoring at Each Level of Performance Lesson Plan: HPET 4773 Methods Teaching Physical Education Semester/Year Number of students Unacceptable Level 0-69% Acceptable Level 70-89% Target Level 90-100% Fall 2009 6 0% 33.3% (2) 66.6% (4) Fall 2008 1 100% Candidates Average Score by Lesson Plan Category Lesson Plan: HPET 4773 Methods Teaching Physical Education Semester Number of students Total Score 100 pts Introduction 10 pts Objectives 20pts Environment Content Analysis 25pts Assessment Plan 15 pts Reflection Fall 2009 6 91.6 9 18.5 18 23.3 12.6 8.8 Fall 2008 1 94 20 23 14 10 Fall 2010 Program Quality Improvement Report

Outcome 5. Communication
Lesson Plan/Reflection Assessment Percent Candidates Scoring at Each Level of Performance Reflection: HPET 4773 Methods Teaching Physical Education Semester/Year Number of Students % Candidates at Unacceptable Level 0-52 points % Candidates at Acceptable Level 53-67 points % Candidates at Target Level 68-75 points Fall 2009 6 16% (1) 50% (3) 33.3% (2) Fall 2008 1 0% 100% (1) Candidates Average Score by Category and Total Points Reflection: HPET 4773 Methods Teaching Physical Education Semester/Year Number of Students Total Score 75 pts Context 15 pts Analysis of Teaching 25 pts Critique of Teaching Written Communication 10 pts Fall 2009 6 69 14 23.5 23 8.8 Fall 2008 1 70 15 22 10 Fall 2010 Program Quality Improvement Report

Outcome 5. Communication Teacher Work Sample EDUC 4313 Practicum Multi-week Teaching Unit presented at a selected site to students Consists of 6 Factors that are criterion-referenced Candidates not meeting the Standard per Factor are allowed to repeat the Factor until the Standard is met Passing Score = Meets or Exceeds Standard Candidates Average Score By Performance Criteria Teacher Work Sample Factor 1: Contextual Information and Learning Environment Decisions Academic Year Number of Students Standard Not Met Score = 1 Meets Standard Score= 3 Exceeds Standard Score = 5 6 3.27 Teacher Work Sample Factor 2: Unit Learning Goals and Objectives Academic Year Number of Students Standard Not Met Score = 1 Meets Standard Score = 3 Exceeds Standard Score = 5 6 3.48 Fall 2010 Program Quality Improvement Report

Report on actions from the three previously chosen priority outcomes Outcome 6. Planning and Instruction - Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE k-12) Standards. Action Plan Identify and develop additional assessments to meet the Outcome. Fall 2010 Program Quality Improvement Report

Outcome 6. Planning and Instruction Behavior Management Plan Completed by candidates in HPET 3333 Physical Education in the Elementary School 3 hour observation at selected site Create a student contract designed to manage a targeted student behavior Five criteria are assessed – classroom demographics, observable behavior and performance criteria, student contract and managerial information and parent/ family/administrator communication Percent Candidates Score at Each Level of Performance Behavior Management Plan – HPET 3333 Physical Education Elementary School Semester/Year Number of Students Unacceptable Score < 48 pts Acceptable Score 49–62 pts Target Score pts Spring 2010 7 14% (1) 71% (5) Fall 2009 29% (2) 0% Spring 2009 1 100% (1) Fall 2008 4 75% (3) 25% (1) Fall 2010 Program Quality Improvement Report

Acceptable Level 53-67 points
Outcome 6. Planning and Instruction Lesson Plan/Reflection Plan includes Unit outline Developmentally appropriate objectives Sequencing of skills Detail skills and teaching cues Percent Candidates Score at Each Level of Performance Lesson Plan: HPET 4773 Methods Teaching Physical Education Semester/Year Number of Students Unacceptable Level 0-69% Acceptable Level 70-89% Target Level 90-100% Fall 2009 6 0% 34% (2) 66% (4) Fall 2008 1 100% (1) Percent Candidates Score at Each Level of Performance Reflection: HPET 4773 Methods Teaching Physical Education Semester/Year Number of Students Unacceptable Level 0-52 points Acceptable Level points Target Level 68-75points Fall 2009 6 16.6% (1) 50% (3) 33.3% (2) Fall 2008 1 0% 100% (1) Fall 2010 Program Quality Improvement Report

Outcome 6. Planning and Instruction Education Portfolio Competency 1: Content Knowledge – Introductory Lesson Plan/Methods NASPE Standards 6 and 1 (Content Knowledge) Competency 14: Core Curriculum (PASS) - Introductory Lesson Plan (EDUC 3003) NASPE Standard 6 Candidates Score By Level of Performance Portfolio Competencies – AY Competency Number of Students Does Not Meet Standard 1 Meets Standard 3 Exceeds Standard 5 Competency 1 9 Competency 14 10 Fall 2010 Program Quality Improvement Report

Outcome 6. Planning and Instruction
Student Teaching Assessment Supervisor assesses candidate twice at each placement (elementary/secondary) Mentor assesses candidate at completion of each placement 1= Does Not Meet Expectations 2 = Meets Expectations 3 = Exceeds Expectations Candidate’s Average Score by Category N=1 Spring 2010 Student Teaching Assessment Category Supervisor Evaluation Mentor Evaluation Follows Oklahoma Criteria for Teaching Performance Instructional Indicators 2.0 2.5 Dispositions 2.38 3.0 Knowledge and Skills 2.8 Fall 2010 Program Quality Improvement Report

Outcome 6. Planning and Instruction
Student Teaching Assessment Physical Education Addendum – University Supervisor assesses candidate performance twice at each placement Passing Score at or above Acceptable Level of Performance 3 = Target – performs competently 2 = Acceptable – performs somewhat competently 1 = Unacceptable- demonstrates little or no competency Candidate’s Average Score by Category N=1 Student Teaching Evaluation Physical Education Addendum Criteria Mentor Supervisor Overall Instructional Phase 3.0 2.66 2.75 Method of Delivery Classroom Management Motivation Professionalism Fall 2010 Program Quality Improvement Report

Report on actions from the three previously chosen priority outcomes Outcome 7. Student Assessment - Physical education teachers understand and use assessment to foster physical, cognitive, social and emotional development of students in physical activity. (Analysis, Evaluate) Action Plan Identify and develop additional assessments to meet outcome. Fall 2010 Program Quality Improvement Report

Outcome 7. Student Assessment Individual Education Plan (IEP) Candidates enrolled in HLTH 3013 Adapted Physical Education complete the assignment Observation hours (3) at a selected site Identify assessment tools/screening procedures for selected condition Plan the Program Identify services Overall Candidate Performance at Each Performance Level Individual Education Plan – HLTH 3013 Adapted Physical Education Academic Year Number of Students Unacceptable Score < 70% Acceptable Score 70%-89% Target 90%-100% 12 8 4 9 3 6 Spring 2008 1 Fall 2010 Program Quality Improvement Report

Outcome 7. Student Assessment IEP Demographics – identifies present level of performance Assessment/Screening – test to be administered, appropriateness Program – based on relevant information, annual goals, placement Candidate Average Score by Factor Individual Education Plan Academic Year Number of Students Demographics 20 points Assessment 25 points Planning Program 50 points 12 17 21.8 44.9 9 18 22.5 34.5 Spring 2008 1 20 25 50 Teacher Work Sample Candidate Average Score by Performance Criteria Teacher Work Sample Factor 3: Assessment Plan Academic Year Number of Students Standard Not Met 1 Meets Standard 3 Exceeds the Standard 5 6 3.65 Fall 2010 Program Quality Improvement Report

Outcome 7. Student Assessment TWS Instructional Design - Assessment-based adaptations, multiple learning strategies, motivational elements Analysis of Learning – graphics and data, narrative demonstrates learning, aligned with goals Candidate Average Score by Performance Criteria Teacher Work Sample Factor 4: Instructional Design Academic Year Number of Students Standard Not Met 1 Meets Standard 3 Exceeds Standard 5 6 3.7 Candidate Average Score by Performance Criteria Teacher Work Sample Factor 5 : Analysis of Learning Results Academic Year Number of Students Standard Not Met 1 Meets Standard 3 Exceeds Standard 5 6 2.8 (2) 3.4 (4) Fall 2010 Program Quality Improvement Report

Outcome 7. Student Assessment Education Portfolio Competency 8 – Teacher - made Test and Rubric Percent Candidates at Each Standard of Performance Teaching Portfolio: Competency 8 Academic Year Number of Students Standard Not Met 1 Meets Standard 3 Exceeds Standard 5 2009 –2010 6 100% Exit Exam from previous report has been abandoned. Fall 2010 Program Quality Improvement Report

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 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. 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 Inter-rater reliability Multiple assessors Inter –rater Reliability Multiple-Assessors Fall, Spring Fall 2010 Program Quality Improvement Report 23

Display of Assessment Data Priority Outcome 1
Percentage of Candidates Scoring at Each Level of Performance Behavior Management Plan – Physical Education Elementary School Semester N Unacceptable Level 0 – 48 points Acceptable Level points Target Level points Spring 2010 7 14% (1) 71% (5) Fall 2009 29% (2) 0% Spring 2009 1 100% Fall 2008 4 75% (3) 25% (1) Average Score by Criteria Behavior Management Plan – Physical Education Elementary School Academic Year N Observable Behavior /Performance Criteria 20 points Acceptable points Student Contract and Managerial Information Acceptable points 14 15 15.0 5 15.4 15.2 Fall 2010 Program Quality Improvement Report

Management and Motivation Field Experience/Observation Report Candidates reflect on the students behavior in each learning domain Candidates provide a description of the teacher/student interactions Percentage of Candidates Scoring at Each Level of Performance Field Experience/Observation Report – Physical Education Elementary School Semester Number of Students Unacceptable Level 0 – 29 points Acceptable Level 30 – 39 points Target Level 10 – 50 points Spring 2010 7 42% (3) 29% (2) Fall 2009 0% 71% (5) Spring 2009 2 50% (1) Fall 2010 Program Quality Improvement Report

Priority Outcome 1 Management and Motivation Teacher Work Sample Factor 1 - demographics, developmental student characteristics Factor 2 - goals and objectives - student performance Factor 4 – multiple learning strategies, motivational elements identified in the plan Scoring Standards 1 = Does Not Meet 3=Meets 5= Exceeds Candidates Average Score by Performance Standard Teacher Work Sample: Factor 1 Contextual Information and Learning Environment Academic Year Number of Students Standard Not Met 1 Meets Standard 3 Exceeds Standard 5 6 3.27 Teacher Work Sample: Factor 2 Unit Learning Goals and Objectives Academic Year Number of Students Standard Not Met 1 Meets Standard 3 Exceeds Standard 5 6 3.47 Fall 2010 Program Quality Improvement Report

Student Teacher Evaluation Passing Score = 2 or better
Priority Outcome 1 Management and Motivation Candidates Average Score by Performance Standard Teacher Work Sample: Factor 4 Instructional Design Academic Year Number of Students Standard Not Met 1 Meets Standard 3 Exceeds Standard 5 6 3.65 Student Teacher Evaluation Passing Score = 2 or better 3 = Target 2 = Acceptable 1 = Unacceptable (Demonstrates little or no competency) Spring N = 1 Student Teacher Evaluation – Physical Education Addendum Standard Mentor Supervisor Overall Organization and Management 3.0 Motivation Fall 2010 Program Quality Improvement Report

Analysis of Assessment Data Priority Outcome 1
Behavior Management Plan With the exception of one semester (spring 2009) candidates perform at the acceptable or target level of performance Candidates appear to be able to identify a behavior issue and plan a student contract based on that issue Field Experience/Observation Report Candidates score at or above the acceptable level of performance except for spring 2009 (N=1) Data would suggest to have better performance, candidates need additional instruction in observing teacher/student interactions and reflective writing TWS 1, 2, 4 Average scores of candidates place them in the “Meets Standard” performance category Candidates, spring 2010, performed on average better on all three Factors Physical Education Addendum-Student Teaching Candidate performed well on assessment (N=1) Fall 2010 Program Quality Improvement Report

Action Plan for Student Learning Outcome Priority Outcome 1
Outcome 4. Physical education teachers use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and 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. Education Faculty Provide opportunities for site visitations – reduced load, travel expenses Review and revise syllabi as necessary. End of Semester Faculty Fall 2010 Program Quality Improvement Report

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 Inter-rater Multiple assessors Multiple Assessors Fall, Spring Fall, Spring Fall 2010 Program Quality Improvement Report 30

Diverse Students Individual Education Plan Demographic information – student’s disability or special need Plan – measureable goals that address disability or need and addresses approach strategies Services – based on assessment Passing Score = 70% or better of total points possible Overall Candidate Performance by Performance Level Individual Education Plan – HLTH 3013 Adapted Physical Education Academic Year Number of Students Unacceptable Score < 70% Acceptable Score 70%-89% Target 90%-100% 12 8 4 9 3 6 Fall 2010 Program Quality Improvement Report

Diverse Students Average Score by Criteria Individual Education Plan – HLTH 3013 Adapted Physical Education Academic Year Number of Students Demographics 20 points Planning Program 50 points Services 5 points 12 17 44.9 4.5 9 18 34.5 4 Percent Candidates Score at Each Level of Performance Behavior Management Plan – HPET 3333 Physical Education Elementary School Semester/Year Number of Students Unacceptable Score < 48 pts Acceptable Score 49–62 pts Target Score pts Spring 2010 7 14% 71% Fall 2009 29% 0% Spring 2009 1 100% Fall 2008 4 75% 25% Fall 2010 Program Quality Improvement Report

Diverse Students TWS Factor 2 Writing developmentally appropriate goals and objectives Skill/performance objectives Candidates Average Score by Performance Standard Teacher Work Sample Factor 2: Unit Learning Goals and Objectives Academic Year N Standard Not Met 1 Meets Standard 3 Exceeds Standard 5 7 3.5 TWS Factor 3 Adaptations made for the special needs student Candidates Average Score by Performance Standard Teacher Work Sample: Factor 3 Assessment Plan Academic Year N Does Not Meet Standard 1 Meets Standard 3 Exceeds Standard 5 6 3.65 Fall 2010 Program Quality Improvement Report

Diverse Students Education Portfolio EDUC 3733 Developmental Psychology Understand how students learn and develop Can create a game based on observed student differences Candidates note how game can be adapted to the diverse learner Percent Score Candidates by Performance Standard Education Portfolio Competency 2 - Game Academic Year N Standard Not Met 1 Standard Met 3 Exceeds Standard 5 2009 – 2010 8 0% 62.5% (5) 37.5% (3) Education Portfolio Competency 13 – IEP SPED 3103 Academic Year N Standard Not Met 1 Standard Met 3 Exceeds Standard 5 2009 – 2010 7 0% 100% (7) Fall 2010 Program Quality Improvement Report

Analysis of assessment data Priority Outcome 2
Diverse Students Individual Education Plan Candidates perform well on the assessment at or above Acceptable Level Multi-assessors provide a measure of reliability Behavior Management Plan Consistently administered in Physical Education in the Elementary School Able to observe student behavior and hypothetically design a student contract Multi-assessors Fall 2010 Program Quality Improvement Report

Analysis of assessment data
Priority Outcome 2 Teacher Work Sample – Factors 2 and 3 Candidates average score Meets Standard Candidates are able to establish goals and objectives using PASS Skills Candidates appear to be capable of planning student assessments and implementing the assessments in a practical experience Education Portfolio Competencies 2 and 13 Candidates Meet or Exceed Standards on both Competencies Candidates recognize legal responsibilities and subsequent impact on student learning Fall 2010 Program Quality Improvement Report

Action Plan for Student-Learning Outcome Priority Outcome 2
Outcome 3. Physical education teachers understand how individuals differ in their approaches to learning, and create appropriate instruction adapted to these differences. Action Time Implementation Time Completion Human and/or Fiscal Resources needed Monitor candidate performance on School of Education Assessments. Each semester Faculty Committee Identify specific areas of concern within each assessment – TWS and provide support in Physical Education course content. Instructional Faculty Review and revise syllabi and rubrics as necessary. Each Semester Fall 2010 Program Quality Improvement Report

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 Fall 2010 Program Quality Improvement Report 38

Display of assessment data Priority Outcome 3
Content Knowledge Oklahoma Subject Area Test (OSAT) Asses subject-matter knowledge and skills Candidates take test upon recommendation of faculty and after meeting identified criteria Passing score equaled to a scaled score of 240 or better Aligned with NASPE Standards Percent Candidates Score at Each Level of Performance OSAT Semester Number of Students % Candidates Not Passing Scores < 240 % Candidates Met Expectations Scores of 240 – 269 % Candidates Exceeding Expectations Scores of Spring 2010 3 0% 100% Spring 2009 2 50% Fall 2010 Program Quality Improvement Report

Display of assessment data Priority Outcome 3
Content Knowledge Subareas – Growth and Development Health Concepts Health Related Physical Fitness Foundations of Movement and Sport Activities Instruction Assessment and Professional Knowledge Constructed Response Candidates Average Score by Total Score and by Subareas - OSAT Semester N Scale Score Subarea I II III IV V VI Spring 2010 3 257.6 234.5 250.6 253 285 263 278 State Mean 125 250.7 241 258 251 257 237 Spring 2009 2 259.5 254 267.5 261 286 245.5 Fall 2010 Program Quality Improvement Report

Supervisor Evaluation
Display of assessment data Priority Outcome 3 Content Knowledge Student Teaching Assessment Scoring – Passing Score = 2 or better 1=Does not meet expectations 2=Meets expectations 3= Exceeds expectations Candidates Average Score by Criteria/all assessments N = 1 Spring 2010 Student Teaching Assessment Category Supervisor Evaluation Mentor Evaluation Follows Oklahoma Criteria for Teaching Performance Instructional Indicators 2.0 2.5 Dispositions 2.38 3.0 Knowledge and Skills 2.8 Fall 2010 Program Quality Improvement Report

Display of assessment data
Priority Outcome 3 Content Knowledge Scoring criteria 1=Unacceptable 2= Acceptable 3=Target Candidates Average Score by Criteria/all assessments N=1 Student Teaching Evaluation - Physical Education Addendum Standard Mentor Supervisor Overall Instructional Phase 3.0 2.66 2.75 Lesson reflected content knowledge; selects developmentally appropriate activities; aware of age appropriate skill development; attended to proper progression of content. Objectives based on PASS Skills written in behavioral terms. Effectively demonstrates skills. 2.33 2.50 Fall 2010 Program Quality Improvement Report

Analysis of assessment data Priority Outcome 3
Oklahoma Subject Area Test Scaled score average above the state mean (250.7) for all candidates Average scores, spring 2010, below the State mean in two Subareas – Growth and Development (I) and Health Concepts (II) Subarea IV – Foundation of Movement and Sports Activities appears to be an area of strength for candidates Subarea VI scores on the Constructed Response were significantly above the State mean Student Teaching Assessment Candidate’s performance score at or above Acceptable Level by all assessors Mentor teacher tends to score the candidate higher in most categories Fall 2010 Program Quality Improvement Report

Action plan for Student-Learning Outcome Priority Outcome 3
Outcome 1. Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person. Action 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 Faculty Provide input to Education faculty concerning exemplary programs for observation and student teaching experiences. Each Semester Fall 2010 Program Quality Improvement Report

Ancillary Actions (Optional)
Prepare to seek State and National Recognition for the program Address the new Standards for Initial Preparation of Physical Education Teachers (2008) Revise the curriculum, where appropriate, to meet each Element of the new Standards Monitor and address issues related to validity and reliability of assessment rubrics Assessment Advisory Committee – recruit practicing professionals to become involved Conduct Follow-up Survey Utilize the Exit Survey to enhance program Fall 2010 Program Quality Improvement Report

Published information on graduates
Academic Year 09-10 Entered Graduate School Working In Discipline Other Summer 2009 Fall 2009 Spring 2010 1 Total Fall 2010 Program Quality Improvement Report

B.S. Physical Education CIP Code : Program Code: 378

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