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: 2009-2010________ College: _____COE____________
Department _PESPH___________Program: Physical Education _______________
1. What student learning outcomes were assessed this year, and why?
In answering this question, please identify the specific student learning outcomes you assessed this year, reasons for
assessing these outcomes, with the outcomes written in clear, measurable terms, and note how the outcomes are
linked to department, college and university mission and goals.
This year was the first year of a majorly revised major. The Physical Education Program was aligned with the state
certification process resulting in a combined Physical Education and School Health major. Two new cohorts started
and many of the classes were either revised to include, reduce, or establish new content. In some cases, artifacts
were revised to reflect these changes. In some cases, new artifacts are being created to better reflect the changes in
the program. Specifically four learning outcomes were examined to determine whether the new classes and
revisions were successful for the 2009-2010 school year. Each of the outcomes has been aligned with state,
1.
Students will demonstrate a knowledge of and ability to utilize the characteristics of effective
teaching specific to all learners. Knowing that these students are preservice teachers and could
likely be hired to teach K-12 students immediately upon graduation, it is critical that they have
effective teaching skills.
2. Students will demonstrate recognition of appropriate and inappropriate responses while teaching
a broad spectrum of k-12 students.
3. Students will demonstrate a knowledge of appropriate skill progression in a variety of
activities/sports. K-12 Physical Education curricula are broad in scope which creates a challenge
of preparation at the university. Therefore, several courses are offered where this outcome is a
major objective of the course.
4. Students will demonstrate the capacity to assess performance with pda’s, heart rate monitors, and
pedometers. This outcome is evidence of the continuous technological advances in teaching
within the Physical Education profession. While this is a significant piece related to the academic
preparation of our students it also has led indirectly to the meeting of university Goal 3 which
states, strengthen and further diversify our funding base and strengthen infrastructure to support
academic and student programs. Specifically, the majority of the latest technology related to this
student learning outcome has been provided by outside sources through grants and contracts.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning.
Please also specify the population assessed, when the assessment took place, and the standard of mastery (criterion)
against which you will compare your assessment results. If appropriate, please list survey or questionnaire response
rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
For the responses to a, b and c see Table 1. The population that was assessed were Physical
Education Majors. All assessments were incorporated as a part of actual coursework requirements.
Assessment was completed by the faculty member who taught the specific course for which the
artifact was created.
3. What was learned?
In answering this question, please report results in specific qualitative or quantitative terms, with the results linked to
the outcomes you assessed, and compared to the standard of mastery (criterion) you noted above. Please also include
a concise interpretation or analysis of the results.
1.
In examining the information for the first learning outcome, it was determined that the average
score was just under the minimum score of 85% at 84.2%. The difference in scores is small but
what is most important is that the learners who scored lower than the minimum struggled to
articulate the characteristics of teaching necessary to meet the needs of all students. This
information was collected upon the completion of a quarter of teaching real kids instead of peers.
The challenge of teaching k-12 students likely increased the challenge of applying effective
teaching. In fact, numerous studies have stated that in neophyte teachers, their greatest concern is
classroom management. With that being the case, characteristics of effective teaching becomes
secondary. Consequently, the lower results than expected. Of course this isn’t an excuse but a
variable that must be accounted for in the future. The lower than expected results are also quite
fascinating because during their introductory teaching methodology course, similar data is
collected and 88% of all students receive the highest score possible when discussing effective
teaching. One possible conclusion is that students are gaining the pedagogical knowledge but are
missing the link (ability) when applying it.
Upon realization that students seem to be unable to articulate the relationship between effective
teaching and applying it appropriately with real kids, the program faculty took several actions.
First, the faculty devoted a significant amount of time to identifying the specific content in each
course, agreeing on terminology, and agreeing on the purposes associated with each field
experience and class. This enhanced continuity among faculty and between classes. Second, field
experiences are now designed for students to directly apply the pedagogical content knowledge,
content knowledge and/or pedagogical knowledge either during or the quarter immediately
following the learning. Third, the final commitments and plans were solidified to improve and
increase the field experience opportunities in our practica. Local teachers now welcome us and
our students in their schools And finally, a unique teaching progression was developed whereby
survival will be less of an issue in the field experiences. It was piloted during the spring quarter
with positive results for the teachers and the students.
2.
The results from the rubric used to assess learning outcome number 1 also provided information
related to this learning outcome. Much of what is stated above fits here. The same actions that
were devised to help with the students to better meet this outcome are appropriate here as well.
Specifically, the field experiences that these students will have now will be with selected teachers
who will reinforce and ensure that the preservice teachers’ comments, responses, lessons, and
teaching methodology are appropriate for the setting and the students. We currently have a list of
8 local teachers to begin with for placing our students in field experiences.
3. The criterion was met for learning outcome three. This would normally indicate that students
grasped the concept and were able to create a finished product that met the program’s standards.
In this case however, the faculty member invested a significant amount of time helping the
students draft and revise their work leading to a quality product. This will likely continue in the
future as opposed to just having students submit an assignment without feedback because it is
critical for preservice teachers to learn to correctly plan for teaching experiences. It is also
possible that other content classes will begin to require similar unit plans with less assistance after
they complete the course where the information is taught.
4. Data for this learning outcome is collected in four different classes. Each class has a separate
focus of the content knowledge relative to skill progressions. The artifact that students generate
in each of the four courses contains a significant skill progression component which is based on
understanding appropriate progressions relative to normal childhood development and basic
perceptual-motor skills. The average score on the task progression component was 98%. While
pleased with this score, faculty continue to work to find better and more effective ways to
package skill progression for all of the necessary activities we prepare our preservice teachers to
teach.
It is currently believed and supported by our results, that introducing the content so that students
learn the progression from early childhood to high school is an appropriate method and will be
continued. This is different than how many universities divide the content by student age level.
For example, students in our program learn how to teach throwing which begins before the age of
five. The content and appropriate progressions then continue through to high school age students
and appropriate sport/activity specific applications all in one class. Other universities teach all of
the skills for an elementary student then all of the skills for a secondary student. This tends to
decrease the recognition of the continuity and application of the skills across the ages.
Changes that will be made in course offerings are related to the need to increase focus more
intently on specific progressions. It is believed that several of the courses included to much
content increasing the challenge to learn the progressions. For example one course that focused
on the progression for teaching striking activities also introduced technological tools for
assessment. Therefore the revised major, beginning this fall will have more individual classes
focused on learning progressions allowing for increased focus within each course. Adding these
additional classes was completed with a minimal increase in the credit load. It was mostly a
repackaging of the content. As before, this will be studied to determine the effectiveness of this
approach.
5. Data were collected for learning outcome 5 through a reflective process that the students
completed on their teaching. While the minimum score was met, it was determined that this was
an indirect and biased approach to assessing the outcome. A direct method of assessment would
provide better information from which to determine whether the learning outcome is being met.
Given that the field experiences are changing in three of the four practica, it will be much easier
to gain direct measures of the teaching. Public school teachers will serve as more of a clinical
instructor with their sole responsibility being to observe and provide feedback to the preservice
teachers. This feedback and direct assessment of the teaching will provide us with a better
perspective on teaching effectiveness.
Additionally, this learning outcome needs to be reassessed concerning its wording. We are not as
concerned about measuring the students’ capacity to apply but are more concerned as to whether
the students do or do not apply developmentally appropriate concepts. An additional rubric will
likely be developed to help in this review process.
6. Once again, the data were collected as a part of specific coursework. When the learning
outcomes were written, it was deemed that there would be an opportunity to integrate technology
into more classes than was actually accomplished. Consequently, the technology was introduced
and practiced in one course. There is still hope that the technology will be integrated into a
variety of the movement classes and with the revised curriculum, this should be achieveable.
Faculty have revised the curriculum to include a Technology and Fitness class during the second
quarter of the students’ program. With the technology competency gained from this course,
students should experience more success with integrating it into other courses. The current plan
is to teach the integration of at least one technological tool in the content courses resulting in our
original plan of integrating technology into all content courses.
7. Data were collected for learning outcome seven during a course in which the students were
responsible for creating and using technology to present their curricula to peers. The criterion
was met by all students in the class. The plan is to continue teaching and utilizing presentation
technology in this course to ensure that all students are able to create and present technological
tools.
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as they
are related to results from the assessment process. If no changes are planned, please describe why no changes are
needed. In addition, how will the department report the results and changes to internal and external constituents
(e.g., advisory groups, newsletters, forums, etc.).
A number of changes were discussed in the previous documentation delineated by learning outcome. To
summarize:
 An extensive review has been completed that examined course content, standards met (from 4
different organizations), artifacts by course, agreement on terminology.
 The curriculum was revised and submitted to the university.
 The new curriculum will begin in the fall of 2009.
 Field experiences have been revised to better reflect teaching k-12 students.
 Clinical instructors have been identified and have agreed to become a part of the program.
 Some of the learning outcomes need to be revised relative to wording.
 The program goals and learning outcomes need to be revised to accommodate the change in the
program of adding School Health. The program is now Physical Education and School Health.
 Several rubrics need to be rewritten to better enable us to assess what we are most interested in.
5. What did the department or program do in response to last year’s assessment
information?
In answering this question, please describe any changes that have been made to improve student
learning based on previous assessment results. Please also discuss any changes you have made to
your assessment plan or assessment methods.
The Program began the discussions which led to a revised major that will combine Physical
Education and School Health into one major. The program worked harder to solidify the
commitments by our soon to become clinical instructors and to pilot a teaching progression that we
believe will result in more effective teaching. We also added a diverse setting to our field experience
opportunities with the Discovery School. Our students and two faculty taught the Discovery School
students two days a week during the winter and spring quarter. Finally we began the process of
creating continuity in our rubrics, many of which still aren’t posted in Livetext.
Please note in Table 2 the revised curriculum which was developed as a result of what we have
learned.
Table 3 provides a course sequencing in response to what we have learned.
6. Questions or suggestions concerning Assessment of Student Learning at Central
Washington University:
CWU Student Learning Outcome Assessment Plan Preparation Form
Department: Health, Human Performance, & Nutrition
Program: Physical Education
BS Physical Education
Table 1
Student Learning
Outcomes
(performance,
knowledge, attitudes)
1. Students will
demonstrate a
knowledge of and
ability to utilize the
characteristics of
effective teaching
specific to all learners.
Related
Related
Program/
College Goals
Departmental
Goals
Goal 2:
Goal 1:
Faculty will
Provide for an
demonstrate the
outstanding
ability to
academic and
contribute to the professional
larger field of
growth
related
experience for
professional
students at all
literature.
CWU locations
Goal 3:
Students will be
prepared with
skills,
knowledge and
disposition to
successfully
gain state in
health and
fitness.
Goal 4:
To provide an
undergraduate
major that
accurately
reflects current
state
endorsement
requirements.
Completion: 100% of our students achieved this criterion.
2. Students will
demonstrate a
recognition of
appropriate and
inappropriate responses
while teaching a broad
spectrum of k-12
students.
Goal 2:
Faculty will
demonstrate the
ability to
contribute to the
larger field of
related
professional
literature.
Goal 3:
Goal 1:
Provide for an
outstanding
academic and
professional
growth
experience for
students at all
CWU locations
Related
University
Goals
Method(s) of Assessment
(What is the assessment?)*
Who Assessed (Students
from what courses –
population)**
Goal I:
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
campus.
Summary reflection of
teaching experiences
PESH 437
Goal I:
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
campus.
Summary reflection of
teaching experiences
PE 340C, 340D, and HED
445
When
Assessed
(term, dates)
***
Winter,
Spring last
quarters of
program
Winter,
Spring when
taking
culminating
class
Standard of Mastery/ Criterion
of Achievement (How good does
performance have to be?)
A minimum score of 85% on
rubric.
A minimum score of 85% on
rubric.
3. Students will
demonstrate knowledge
of appropriate skill
progression in a variety
of activities/sports.
4. Students will
demonstrate the
capacity to assess
performance with pda’s,
heart rate monitors, and
pedometers.
Students will be
prepared with
skills,
knowledge and
disposition to
successfully
gain state in
health and
fitness.
Goal 4:
To provide an
undergraduate
major that
accurately
reflects current
state
endorsement
requirements.
Goal 3:
Students will be
prepared with
skills,
knowledge and
disposition to
successfully
gain state in
health and
fitness.
Goal 4:
To provide an
undergraduate
major that
accurately
reflects current
state
endorsement
requirements.
Goal 3:
Students will be
prepared with
skills,
knowledge and
disposition to
successfully
gain state in
health and
fitness.
Goal 4:
To provide an
undergraduate
major that
accurately
reflects current
Goal 1:
Provide for an
outstanding
academic and
professional
growth
experience for
students at all
CWU locations
Goal I:
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
campus.
Skill Theme Rubric
Undergraduate students
during each associated class
(PE 342A-D) and as a
cumulative product prior to
graduation
Fall, Winter,
Spring
A minimum score of 85% on
rubric.
Goal 1:
Provide for an
outstanding
academic and
professional
growth
experience for
students at all
CWU locations
Goal I:
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
campus.
Technology Assessment
Rubric
PESH 344, 342B
Fall, Winter
A minimum score of 85% on rubric
Goal III
Strengthen and
further
diversify our
funding base
and strengthen
infrastructure
state
endorsement
requirements.
to support
academic and
student
programs.
Table 2.
PHYSICAL EDUCATION and SCHOOL HEALTH
TEACHING K-12
MAJOR REQUIREMENTS
The Physical Education and School Health K-12 Teaching Major qualifies the student for teaching, supervising and
coordinating Physical Education and Health Education in schools for grades K-12.
Major Program Record
Name: __________________________________________________________________
Permanent Address: _______________________________________________________
Email: __________________________________________________________________
Date of Entrance:____________Catalog Year:___________Advisor: ________________
Transfer: YES NO
College: ______________________________________________
EMS 245
EXSC
250
Health and Physical Education Major
First Aid
Anatomical Kinesiology
EXSC 463
NUTR 245
HED 101
HED 210
HED 326
HED 345
HED 387
HED 422
HED 445
PESH 280
PESH 335
PESH 336
PESH 341
PESH 342
PESH 343
PESH 344
PESH 348
PESH 350
PESH 356
PESH 385
PESH 437
PESH 438
PESH 445
PESH 456
DEGREE TOTAL
Pediatric Issues in Exercise Science
Food and Nutrition
Health Essentials
Drugs and Health
Human Diseases
School Health Curriculum Material
Principles of Stress Management
Methods for Health Promotion
Professionalism in the Schools
Foundations of School Health and Fitness
Practicum I
Practicum II
Characteristics of Effective Physical
Education Teaching
Developmental Movement
Pedagogical Application of Teaching
Styles and Systematic Reflection
Applications of Technology in Teaching
Fitness and Physical Activity
Applications of the Fundamental
Movement of Striking
Propulsive and Receptive Skills and
Sports
Techniques of Progressive and Lifelong
Physical Activities
Health and Physiological Fitness
Concepts for Teachers
Practicum III
Practicum IV
Curriculum Development and Assessment
in Physical Education
Facilitating and Leading Adventure
Activities
Credits
3
5
5
5
4
3
5
4
3
4
2
4
1
2
3
4
3
3
3
4
3
3
2
3
3
2
86
Quarter
Grade
Table 3.
Cohort 1 – Year 1
Fall
Class
EXSC 250
EMS 245
PESH 280
HED 101
Total
Cohort 1 – Year 2
Fall
Class
HED 345
HED 387
PESH 348
PESH 437
NUTR 245
Total
Winter
Credits
5
3
4
4
Class
PESH 385
PESH 335
PESH 341
PESH 342
PESH 344
Spring
Credits
3
1
3
4
3
16
Class
HED 210
HED 326
PESH 343
PESH 356
PESH 336
14
16
Winter
Credits
3
3
3
2
5
16
Credits
3
5
3
3
2
Class
HED 422
PESH 345
EXSC 463
PESH 350
Spring
Credits
4
3
5
4
16
Class
HED 445
PESH 438
PESH 456
Credits
2
3
2
7