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Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities
for this year.
Academic Year of Report: 2009-10 College: Education and Professional Studies
Department Physical Education, School and Public Health Program: Graduate Health and
Physical Education
1. What student learning outcomes were assessed this year, and why?
This year the department had the opportunity to discuss and then begin to implement the new
2008 National Standards for Advanced Physical Education Teacher Education. The specific
criteria for these standards and the outcomes assessed during the 2009-10 academic year are
shown in the attached table. Due to the scheduling of classes in this online degree only three
learning outcomes were assessed.
2. How were they assessed?
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
See attached table
3. What was learned?
Although the department switched its assessment plan to attempt to meet the new National
Advance Physical Education Standards fall 2009, the sequencing of classes during the 2009-10
academic year did not provide many opportunities for assessment. Students in the program only
took a total of 15 credits the entire year. However, despite this limitation, the assessments that
were made proved very insightful. What was revealed was a need to reexamine all of the classes
in our curriculum to ensure that class content does provide opportunities for students to meet our
new target assessments. The three artifacts used to meet the new learning assessments presented
in this report were already part of the curriculum before the new assessment standards were
adopted. It is quite clear to faculty that revisions to class content and student assignments would
likely result in improved assessments that would better meet the new standards.
4. What will the department or program do as a result of that information?
As note above, faculty need to reexamine the entire curriculum in light of the new advanced
standards. In addition to making revisions to class content there is a possibility that the
curriculum itself might need modifications. In other words, some classes may need to be
modified and perhaps even new classes created. The new advanced standards place a high
emphasis on professional practice and professional leadership. Our existing program might need
to increase opportunities for students to develop skills and knowledge in these areas. In addition,
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not shown by the data included in this report, faculty are concerned about the on-time completion
rate of students in our program. The program is organized on a 2-year cycle. Our success rate
with class completion is high, but students have been less successful completing culminating
research projects on time. As a result when we begin a new 2-year cycle of students, we face the
challenge of working with past students who have yet to graduate. Faculty are determined to
improve the rate of on-time graduation. One consideration is to modify the expectation of the
culminating research project. While maintaining the expectation of graduate-quality effort, we
would like to create a way for students to culminate their degrees with projects that are better
suited to their future career needs. We plan to investigate greater use of portfolio assessment
methods and ways to implement more practical projects into the assessment that meet the new
national standards. Finally, a new professional collaborative of physical education teachers was
formed this past year in WA State. Faculty at CWU have been invited to participate in this
collaborative. The insights of practicing K-12 physical educators could be solicited as we review
this program.
A new cohort of graduate students will begin this degree summer 2010. They will take two
classes. Faculty responsible for these classes will have the opportunity to review the new
assessments and look for opportunities to more effectively meet the assessments. A review of the
entire program by ALL graduate teaching faculty is proposed for fall quarter. This copy of this
report will be shared with these faculty during the summer.
5. What did the department or program do in response to last year’s assessment
information?
The principal change from last year has been to adopt the new National Standards for Advanced
Physical Education Teacher Education. Because of this major change in assessment strategy we
did not attempt to address all of the results of last year’s assessment. HOWEVER, in view of the
plan to review the program in light of the new assessments this fall, last year’s assessment results
should prove very helpful in considering revisions. Once concern – already discussed – that was
revealed last year related to on-time graduation rates. This will be a major topic for discussion in
the fall.
6. Questions or suggestions concerning Assessment of Student Learning at Central
Washington University:
Last year’s feedback was very informative. Clearly the changes that have occurred in our
assessments did not permit full implementation of the recommendations. However, last year’s
recommendations and those we receive this summer, should be very useful in our fall 2010
program review.
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Central Washington University (2009-2010)
Assessment of Student Learning Report: Target Levels
Feedback for the Department of
Degree Award: Program:
1.
What outcomes were assessed this year and why?
Value
4
3
2
1
0
Guidelines for Assessing a Program’s Reporting of Student Learning Outcomes
(Target = 2)
Outcomes are written in clear, measurable terms and include knowledge, skills, and
attitudes. All outcomes are linked to department, college and university mission and
goals.
Outcomes are written in clear, measurable terms and include knowledge, skills,
and attitudes. Some outcomes are linked to department, college and university
mission and goals.
Outcomes are written in clear, measurable terms and include knowledge, skills, or
attitudes. Outcomes may be linked to department, college and university mission and
goals.
Some outcomes may be written as general, broad, or abstract statements. Outcomes
include knowledge, skills, or attitudes. Outcomes may be linked to department,
college and university mission and goals.
Outcomes are not identified.
Comments: Reports that obtain higher scores are characterized by increasingly specific student
learning outcomes that relate to multiple domains of student development (knowledge, skill, and
attitudes). In addition, higher scored reports will clearly articulate the relationship between
program outcomes and department, college and university mission and goals.
2.
How were they assessed?
a. What methods were used?
b. Who was assessed?
c.
When was it assessed?
Value
Guidelines for Assessing a Program's Reporting of Assessment Methods (Target
= 3)
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A variety of methods, both direct and indirect are used for assessing each outcome.
Reporting of assessment method includes population assessed, number assessed, and
when applicable, survey response rate. Each method has a clear standard of mastery
(criterion) against which results will be assessed
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Some outcomes may be assessed using a single method, which may be either
direct or indirect. All assessment methods are described in terms of population
assessed, number assessed, and when applicable, survey response rate. Each
method has a clear standard of mastery (criterion) against which results will be
assessed.
2
Some outcomes may be assessed using a single method, which may be either direct
or indirect. All assessment methods are described in terms of population assessed,
4
1
0
number assessed, and when applicable, survey response rate. Some methods may
have a clear standard of mastery (criterion) against which results will be assessed.
Each outcome is assessed using a single method, which may be either direct or
indirect. Some assessment methods may be described in terms of population
assessed, number assessed, and when applicable, survey response rate. Some
methods may have a clear standard of mastery (criterion) against which results will
be assessed.
Assessment methods are non existent, not reported, or include grades, student/faculty
ratios, program evaluations, or other “non-measures” of actual student performance
or satisfaction.
Comments: Reports that obtain higher scores are characterized by increasingly clearer
information in determining how the assessment took place and the use of a standard of mastery.
In addition, higher scored reports will include a greater number of methods in assessing each
outcome.
*Target Levels are bolded for each area.
3.
Valu
e
4
3
2
1
0
What was learned (assessment results)?
Guidelines for Assessing a Program’s Reporting of Assessment Results (Target = 3)
Results are presented in specific quantitative and/or qualitative terms. Results are
explicitly linked to outcomes and compared to the established standard of mastery.
Reporting of results includes interpretation and conclusions about the results.
Results are presented in specific quantitative and/or qualitative terms and are
explicitly linked to outcomes and compared to the established standard of mastery.
Results are presented in specific quantitative and/or qualitative terms, although they may
not all be explicitly linked to outcomes and compared to the established standard of
mastery.
Results are presented in general statements.
Results are not reported.
Comments: Reports that obtain higher scores are characterized by increasingly clearer
information about what was learned from the assessment, particularly in relation to a standard of
mastery.
4.
What will the department do as a result of that information (feedback/program
improvement)?
Value
2
Guidelines for Assessing a Program’s Reporting of Planned Program Improvements
(Target = 2)
Program improvement is related to pedagogical or curricular decisions described
in specific terms congruent with assessment results. The department reports the
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1
NA
0
results and changes to internal and external constituents.
Program improvement is related to pedagogical or curricular decisions described only in
global or ambiguous terms, or plans for improvement do not match assessment results.
The department may report the results and changes to internal or external constituents.
Program improvement is not indicated by assessment results.
Program improvement is not addressed.
Comments: Reports that obtain higher scores are characterized by specific curricular and
pedagogical improvement information. In addition, the department reports the results and
changes to internal and external constituents.
5.
How did the department or program make use of the feedback from last year’s
assessment?
Value
Guidelines for Assessing a Program’s Reporting of Previous Feedback (Target = 2)
2
Discussion of feedback indicates that assessment results and feedback from
previous assessment reports are being used for long-term curricular and
pedagogical decisions.
1
Discussion of feedback indicates that assessment results and feedback from previous
assessment reports are acknowledged.
NA This is a first year report.
0
There is no discussion of assessment results or feedback from previous assessment
reports.
Comments: Reports that obtain higher scores are characterized by specific curricular and
pedagogical improvement information from previous years.
*Target Levels are bolded for each area.
CWU Program Student Learning Outcomes Assessment Plan
Department: Physical Education, School and Public Health
Program: MS Health and Physical Education
NASPE Standard 1: Professional Knowledge
Advanced physical education teacher candidates (AC) come to understand
disciplinary content knowledge, understand how that knowledge applies to the
teaching of physical education, and understand modes of inquiry that form the
bases for physical education programs and instruction.
Student Learning
Outcome 1A
Knowledge of
content in movement
and pedagogy
Unacceptable
Acceptable
Target
AC has broad
understanding of
movement or pedagogy.
Or, understands both
without knowing how
AC has a depth of
understanding in
several aspects of both
movement and
pedagogy and can
AC synthesizes
concepts from multiple
aspects of both
movement and
pedagogy and can
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they relate to learning
and teaching in physical
education
explain how they relate
to learning and teaching
in physical education.
Related College Goals: 1, 5
Related University Goals: 1, 6
Method(s) of Assessment (What is the assessment
Who Assessed (population, item):
When Assessed (term, dates):
Standard of Mastery/ Criterion of Achievement: See rubric above
Results for 2009-10: Not assessed
Unacceptable
Acceptable
Student Learning
Outcome 1B
Knowledge of how to
represent content
knowledge to make it
comprehensible to
learners (i.e.,
pedagogical content
knowledge)
AC knows that the
integration of content
and pedagogy is central
to learning and teaching
in physical education.
AC knows how to
transform the content
into understandable
forms adapted to
general learner
characteristics.
articulate how this
information applies to
specific students and
contexts.
Target
AC knows how
transform the content
into understandable
forms tailored to the
variations in ability
and background
presented by the
learners and the
learning context.
Related College Goals: 1, 5
Related University Goals: 1, 6
Method(s) of Assessment (What is the assessment?): Students designed and presented a
comprehensive physical education curriculum appropriate for the school district and grade level
in which they are currently teaching. A 120-point assessment rubric was used to evaluate the
quality of this final class project.
Who Assessed (population, item): HPE 577 Physical Education Curriculum
When Assessed (term, dates): Winter 2010
Standard of Mastery/ Criterion of Achievement: See rubric above
Results for 2009-10: Ten students enrolled in this class. Nine submitted this final project. The
following results were obtained: Target-3, Acceptable-6, Unacceptable-0. Our intent in fall 2010
is for the graduate faculty teaching in this program to reexamine how we can improve the
success rate of the new group of students in meeting this learning objective.
Unacceptable
Acceptable
Target
Student Learning
Outcome 1C
Knowledge of
AC has a thorough
AC identifies pertinent
AC has general
processes and methods understanding of
understanding of
questions about learning
of systematic
multiple
modes
of
and teaching in physical
systematic inquiry,
intentional inquiry
inquiry
and
can
education, as well as
takes research findings
about learning and
critique,
synthesize,
and
designs processes for
at face value, and tries
teaching in physical
apply research findings collecting, analyzing,
to apply them to
education
to learning and teaching and interpreting data to
learning and teaching
in physical education.
answer those questions.
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in physical education.
Related College Goals:
Related University Goals: 1, 6
Method(s) of Assessment (What is the assessment?):
Who Assessed (population, item):
When Assessed (term, dates):
Standard of Mastery/ Criterion of Achievement:
Results for 2009-10: Not assessed
NASPE Standard 2: Professional Practice
Advanced physical education candidates use content knowledge and
pedagogical content knowledge to design and conduct appropriate learning
experiences that facilitate and enhance the growth of learners.
Student Learning
Outcome 2A
Unacceptable
Acceptable
Target
Teaching reflects
understanding and
application of content
knowledge and
pedagogical content
knowledge appropriate
to the learners, the
learning environment,
and long- and shortterm outcomes/goals
AC demonstrates through
planning and/or
instruction limited or
shallow understanding of
content knowledge and
PCK appropriate for the
specific learners, context,
and/or long- and shortterm outcomes/goals.
Or, planning and/or
instruction reveal gaps or
misunderstandings in
content knowledge or
PCK.
AC demonstrates
through planning and/or
instruction accurate and
sufficient content
knowledge and PCK
appropriate for the
specific learners,
context, and long- and
short-term
outcomes/goals.
AC demonstrates
through planning and/or
instruction a deep
understanding of content
knowledge and PCK as
well as articulating a
rationale for
instructional choices.
Or, discovers
opportunities to refine or
develop new
understandings that add
to the professional body
of knowledge.
Related College Goals: 1, 2, 5
Related University Goals: 1, 4
Method(s) of Assessment (What is the assessment?):
Who Assessed (population, item):
When Assessed (term, dates):
Standard of Mastery/ Criterion of Achievement:
Results for 2009-10: Not assessed
Unacceptable
Acceptable
Student Learning
Outcome 2B
Teaching reflects
integration of planning,
instruction, and
assessment as a unified
process to achieve
long- and short-term
outcomes/goals
AC aligns some but not
all of the components of
the learning cycle
(planning, instruction,
assessment, and
reflection) with the other
components, learner
needs, and/or long- and
short-term
outcomes/goals.
Or, teaching deviates
AC uses knowledge of
learners’ current level
of progress in achieving
desired outcomes/goals
(results of prior
assessment) to design
and carry out
appropriate sequential
learning experiences
and instructional
activities, and to assess
Target
AC uses learners’
prior knowledge and
personal history (e.g.,
language, culture,
family, and
community) to plan,
implement, and assess
meaningful learning
experiences. AC
engages learners in the
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from planned activities
so that desired goals are
not assessed or achieved.
learner progress and/or
achievement. The
results of this latter
assessment are then
used to further design
or modify and carry out
future learning
experiences.
process of defining
long- and short-term
outcomes/goals,
designing or choosing
learning experiences,
and monitoring their
own learning in ways
that are
developmentally
appropriate.
Related College Goals: 1, 2, 5
Related University Goals: 1, 4
Method(s) of Assessment (What is the assessment?): The following assessment consisted of
utilizing prior knowledge and learning experiences that provide a supportive, objective point of
view that remains nonjudgmental in peer coaching. A Peer Coaching Dialogue was created. The
coach had to practice formulating questions for the teacher and/or student with positive
presuppositions, reflecting the components of the framework and using the dimensions of
excellences as appropriate. The use of the coaching skills of paraphrasing, clarifying, and
probing helps to encourage the teacher/student to reflect deeply about the situation or scenario
that occurred. It increases the capability to examine various ways of professional and student
learning practices. A 20-point peer coaching dialogue rubric was used to evaluate.
Who Assessed (population, item): HPE 579 Supervision of Teaching PE & Health Education
When Assessed (term, dates): Fall, 2009
Standard of Mastery/ Criterion of Achievement: See rubric above
Results for 2009-10: Ten students enrolled in this class. The following results were obtained:
Target-3, Acceptable-7, Unacceptable-0.
Unacceptable
Acceptable
Target
Student Learning
Outcome 2C
Teaching reflects
AC provides the same
AC uses multiple
AC establishes a
differentiation of
learning experiences for
representations and
learning environment
instruction based on
all learners regardless of explanations of
that respects and
personal and cultural
their personal strengths,
concepts, a variety of celebrates learners’
characteristics of
characteristics, and/or
appropriate learning
diverse experiences
learners
experience.
tasks and structures,
and approaches to
Or, the range of learner
and
a
variety
of
learning. AC uses
characteristics and needs
assessment strategies multiple strategies to
exceeds the multiple
in order to design
engage learners in
learning experiences
and/or adapt
appropriate
provided.
instruction to meet
opportunities that
the current needs of
promote the
individual learners.
development of
performance
capabilities, critical
thinking skills, and/or
the ability to recognize
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their own needs and
seek experiences to
meet those needs.
Related College Goals: 1, 2, 5
Related University Goals: 1, 4
Method(s) of Assessment (What is the assessment?):
Who Assessed (population, item):
When Assessed (term, dates):
Standard of Mastery/ Criterion of Achievement:
Results for 2009-10: Not assessed
Unacceptable
Acceptable
Student Learning
Outcome 2D
2D. Teaching reflects
systematic inquiry
about their practice and
the learners they serve
AC places responsibility
on learners for failure to
achieve desired
outcomes.
And/or the reflective
cycle and assessment are
too shallow to provide
insight about ways to
improve practice.
AC regularly and
systematically analyzes
the effectiveness of
instruction on learner
engagement and
progress in meeting
short- and long-term
goals. AC takes
responsibility for using
this information to
modify instruction and
develop professional
learning goals and
plans.
Target
AC engages learners
in the process of
analyzing teaching
effectiveness and
learning and uses the
results of systematic
analysis to test
hypotheses and
generate knowledge
according to the
methods of inquiry
and standards of
evidence used in
physical education.
Related College Goals: 1, 2, 5
Related University Goals: 1, 4
Method(s) of Assessment (What is the assessment?):
Who Assessed (population, item):
When Assessed (term, dates):
Standard of Mastery/ Criterion of Achievement:
Results for 2009-10: Not assessed
NASPE Standard 3: Professional Leadership
Advanced physical education candidates are continuous, collaborative
learners who further their own professional development and use their
abilities to contribute to the profession.
Student Learning
Outcome 3A
Unacceptable
Acceptable
Target
3A. Conducts inquiry
into professional
knowledge and practice
and communicates
results of inquiry to the
AC assesses teaching by
thoughtfully considering
own practice in
relationship to successful
practitioners. Results
AC conducts inquiry
into professional
knowledge and
practice. AC shares
professional knowledge
AC questions
professional knowledge
and practice by
conducting formal
inquiry into teaching and
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profession and
community
from reflection may be
used to improve
instruction but are not
disseminated to or shared
with others.
with colleagues and/or
community.
learning. AC seeks
formal means of sharing
findings with the
profession as a whole
and/or advocating for
instructional and school
improvement.
Related College Goals: 4
Related University Goals: 4, 5
Method(s) of Assessment (What is the assessment?): The purpose of this assessment was to
develop a professional issue topic that directly impacts the student's school where their teaching
or schools in general. The student researches the issue and becomes an expert and/or leader in
sharing this valuable information to their peers, working colleagues, and professors. Becoming
an expert and leader in their field allows for opportunities to make changes in their curriculum,
assessment, grading, teaching styles/strategies, professional development, policies, learning
communities, and school environment. A 36 -point assessment rubric was used to evaluate the
quality of this paper. The students shared their professional issues topic and received an
individual reflective summary from each peer in the class. A couple of students presented their
professional issue to their department colleagues
Who Assessed (population, item): HPE 599 Seminar in Physical Education
When Assessed (term, dates): Winter 2010
Standard of Mastery/ Criterion of Achievement: See rubric above
Results for 2009-10: Ten students enrolled in this class. Nine submitted the professional issues
summary paper. The following results were obtained: Target-1, Acceptable-8, Unacceptable-0.
Our intent in fall 2010 is to provide greater opportunities for the students (teachers) to share and
advocate their professional issue topics outside of their school environment,
Unacceptable
Acceptable
Target
Student Learning
Outcome 3B
Continues personal
development through
contributions to the
growth and
professional learning of
others
AC participates in
professional learning
opportunities for
personal benefit.
AC contributes to the
improvement of peers’,
colleagues’, or others’
practice that leads to
the professional
learning of all involved.
Related College Goals: 4
Related University Goals: 4, 5
Method(s) of Assessment (What is the assessment?):
Who Assessed (population, item):
When Assessed (term, dates):
Standard of Mastery/ Criterion of Achievement:
Results for 2009-10: Not assessed
AC contributes to the
development of all
involved through
sustained formal
curricular and/or
instructional support to
fellow professionals by
serving as a mentor,
instructional coach, or in
other leadership roles.