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: _2010-2011__ College: __COE_________
Department ____PESPH___________________ Program: ___Health and Physical Education_
1. What student learning outcomes were assessed this year, and why?
The student learning outcomes were recently adjusted to match the Advanced Standards for Physical
Education Teacher Education from NASPE. In the 2009-2010 report, the student learning outcomes
assessed were few, based on the fact that the students only enroll in 6-7 credits per quarter. Additionally,
as a two-year program, courses are only taught every other year. This year was similar in that only a few
of the relevant courses to this assessment were taught. This dictated the assessment process. Each
standard and associated student learning outcome(s) is reported in the attached table even if it was not
assessed during the 2010-2011 academic year. (THIS IS THE SAME TABLE AS USED IN LAST
YEAR’S REPORT. THE STANDARDS, STUDENT LEARNING OUTCOMES AND TARGETS ARE
THE SAME). These standards and learning targets are directly from the Advanced Standards for
Physical Education Teacher Education created by the National Association for Sport and Physical
Education. The results where assessments were completed have been included within the table, again
similar to the 2009-2010 documentation. Those standards that were specifically addressed during the
2010-2011 were 1B, 2D and 3A.
2. How were they assessed?
The information concerning the assessments is included in the table attached at the end of this document.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
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
Unacceptable
Acceptable
Target
Outcome 1A
Knowledge of content
AC has broad
AC has a depth of
AC synthesizes
in movement and
understanding of
understanding in
concepts from multiple
pedagogy
movement or pedagogy.
several aspects of both
aspects of both
Or, understands both
movement and
movement and
without knowing how
pedagogy and can
pedagogy and can
they relate to learning
explain how they relate articulate how this
and teaching in physical
to learning and teaching information applies to
education
in physical education.
specific students and
contexts.
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): Projected to be assessed during 2013
Standard of Mastery/ Criterion of Achievement: See targets below
Results for 2010-11: Not assessed
Student Learning
Outcome 1B
Knowledge of how to
represent content
knowledge to make it
comprehensible to
learners (i.e.,
pedagogical content
knowledge)
Unacceptable
Acceptable
Target
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.
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 specific to their teaching grade and
location designed comprehensive curricula. The curricula were assessed with a 120-point rubric.
Who Assessed (population, item): HPE 577 Physical Education Curriculum
When Assessed (term, dates): Winter 2011
Standard of Mastery/ Criterion of Achievement: See rubric above
Results for 2010-11: There were 13 students enrolled in the class. Halfway through the quarter one
student withdrew leaving 12 students who were assessed with the curriculum assessment rubric. Results
were Target-5, Acceptable-7, Unacceptable-0. In the previous report it was indicated that this
class/learning outcome would be examined to more appropriately help students meet the “objective”.
Due to the fact that the professor who typically teaches the course being on sabbatical directly prior to and
during the teaching of this class, the re-examination did not occur. Additionally, the course was taught by
an adjunct who teaches Elementary Physical Education full time which may have led to data that may or
may not have been consistent with previously collected data. A goal then is to ensure that this class is
examined to find ways to better prepare the students in the meeting of the outcome.
Student Learning
Outcome 1C
Knowledge of
processes and methods
of systematic
intentional inquiry
about learning and
teaching in physical
education
Related College Goals:
Unacceptable
Acceptable
Target
AC has general
understanding of
systematic inquiry, takes
research findings at face
value, and tries to apply
them to learning and
teaching in physical
education.
AC has a thorough
understanding of
multiple modes of
inquiry and can
critique, synthesize, and
apply research findings
to learning and teaching
in physical education.
AC identifies pertinent
questions about learning
and teaching in physical
education, as well as
designs processes for
collecting, analyzing,
and interpreting data to
answer those questions.
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 2010-11: 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
Unacceptable
Acceptable
Target
Outcome 2A
Teaching reflects
AC demonstrates through AC demonstrates
AC demonstrates
understanding and
planning and/or
through planning and/or through planning and/or
application of content
instruction limited or
instruction accurate and instruction a deep
knowledge and
shallow understanding of sufficient content
understanding of
pedagogical content
content knowledge and
knowledge and PCK
content knowledge and
knowledge appropriate PCK appropriate for the
appropriate for the
PCK as well as
to the learners, the
specific learners, context, specific learners,
articulating a rationale
learning environment,
and/or long- and shortcontext, and long- and
for instructional
and long- and shortterm outcomes/goals.
short-term
choices.
term outcomes/goals
Or, planning and/or
outcomes/goals.
Or, discovers
instruction reveal gaps or
opportunities to refine
misunderstandings in
or develop new
content knowledge or
understandings that add
PCK.
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): Projected to be assessed winter of 2013
Standard of Mastery/ Criterion of Achievement:
Results for 2010-11: Not assessed
Student Learning
Outcome 2B
Teaching reflects
integration of planning,
instruction, and
assessment as a unified
process to achieve
long- and short-term
outcomes/goals
Unacceptable
Acceptable
Target
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
from planned activities so
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
learner progress and/or
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
process of defining
long- and short-term
outcomes/goals,
that desired goals are not
assessed or achieved.
achievement. The
results of this latter
assessment are then
used to further design
or modify and carry out
future learning
experiences.
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?):
Who Assessed (population, item):
When Assessed (term, dates):
Standard of Mastery/ Criterion of Achievement:
Results for 2010-11: Not assessed
Student Learning
Outcome 2C
Teaching reflects
differentiation of
instruction based on
personal and cultural
characteristics of
learners
Unacceptable
Acceptable
Target
AC provides the same
learning experiences for
all learners regardless of
their personal strengths,
characteristics, and/or
experience.
Or, the range of learner
characteristics and needs
exceeds the multiple
learning experiences
provided.
AC uses multiple
representations and
explanations of
concepts, a variety of
appropriate learning
tasks and structures,
and a variety of
assessment strategies in
order to design and/or
adapt instruction to
meet the current needs
of individual learners.
AC establishes a
learning environment
that respects and
celebrates learners’
diverse experiences and
approaches to learning.
AC uses multiple
strategies to engage
learners in appropriate
opportunities that
promote the
development of
performance
capabilities, critical
thinking skills, and/or
the ability to recognize
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 2010-11: Not assessed
Student Learning
Outcome 2D
2D. Teaching reflects
systematic inquiry
Unacceptable
Acceptable
Target
AC places responsibility
on learners for failure to
AC regularly and
systematically analyzes
AC engages learners in
the process of analyzing
about their practice and
the learners they serve
achieve desired
outcomes.
And/or the reflective
cycle and assessment are
too shallow to provide
insight about ways to
improve practice.
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.
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?): A 20 point reflection rubric was used to assess
student performance relative to this standard. Students completed three different analyses on a lesson
that each teacher had collected of him/herself teaching. In two cases, students used a preexisting
videotape of a teacher other than themselves due to an inability to video their teaching. After
systematically analyzing his/her practices, each student wrote a reflection on their practices based on the
objective data collected in reference to patterns they saw in movement, interaction, instructional
presentation and the resultant student behavior(s).
Who Assessed (population, item): PE 560 Systematic Analysis of Physical Education
When Assessed (term, dates): Summer 2011
Standard of Mastery/ Criterion of Achievement:
Results for 2010-11: Twelve students completed each assessment. Results obtained: Target-3,
Acceptable-9, Unacceptable-0. A goal relative to this class and the assessment of the above standard is to
take it a step further and follow up during the quarter immediately after this course to determine
how/whether the systematic inquiry was used to improve their teaching.
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
3A. Conducts inquiry
into professional
knowledge and practice
and communicates
results of inquiry to the
profession and
community
Related College Goals: 4
Unacceptable
Acceptable
Target
AC assesses teaching by
thoughtfully considering
own practice in
relationship to successful
practitioners. Results
from reflection may be
used to improve
instruction but are not
disseminated to or shared
with others.
AC conducts inquiry
into professional
knowledge and
practice. AC shares
professional knowledge
with colleagues and/or
community.
AC questions
professional knowledge
and practice by
conducting formal
inquiry into teaching
and learning. AC seeks
formal means of sharing
findings with the
profession as a whole
and/or advocating for
instructional and school
improvement.
Related University Goals: 4, 5
Method(s) of Assessment (What is the assessment?): A detailed analysis of effective teaching and what
other professionals do was examined in depth. The students applied what they had learned relative to
their specific environments, teaching tendencies, and the immediate effect on students to design their own
systematic tool. The systematic tool was then used to collect data on videotaped lessons of their personal
teaching. In two cases, the students were unable to provide videotapes of their own teaching. A formal
presentation provided the information to colleagues and the professor. A 50-point assessment rubric was
used to assess the appropriateness and effectiveness of the tool.
Who Assessed (population, item): PE 560 Systematic Analysis of Physical Education
When Assessed (term, dates): Winter 2011
Standard of Mastery/ Criterion of Achievement: See rubric above
Results for 2010-11: Results of the assessment were Target 5, Acceptable 7, Unacceptable-0. The goal
relative to the assessment is to follow up when the teachers return to their respective schools to determine
whether 1) their instrument that was designed specific to their location gives them information which will
improve their teaching and the k-12 students’ learning. 2) determine whether their teaching effectiveness
is impacted or changed as a result of the detailed analysis and subsequent objective data collection they
were involved with.
Student Learning
Unacceptable
Acceptable
Target
Outcome 3B
Continues personal
AC participates in
AC contributes to the
AC contributes to the
development through
professional learning
improvement of peers’, development of all
contributions to the
opportunities for personal colleagues’, or others’
involved through
growth and
benefit.
practice that leads to the sustained formal
professional learning of
professional learning of curricular and/or
others
all involved.
instructional support to
fellow professionals by
serving as a mentor,
instructional coach, or
in other leadership
roles.
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
3. What was learned?
What was learned was included in the table above. To summarize, these standards were used for the first
time during the 2009-2010 report. The main faculty member who was the Graduate Director at that time
was on sabbatical during the 2010-2011 year leading to a delay in an indepth examination of the
curriculum relative to these standards. This examination/curriculum revision will begin in April 2012.
Secondly, with the use of the new standards, the other graduate program, Athletic Administration, has
developed and begun to use their own standards to complete this process separate from the Health and
Physical Education Master’s Program.
Specifically, within the three standards identified by NASPE, there are nine learning outcomes. Only
44.4% have been reported on in two years of this assessment process. This doesn’t mean that the
standards are not being included in the class content but does indicate that we need to reexamine our
assessments so that we can better report on performance relative to each standard. There are clearly
learning outcomes, which need to be more, closely addressed and then scrutinized within existing
coursework or the department needs to revise the program with new coursework.
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.).
After two successive years of reviewing the Health and Physical Education curriculum with the revised
NASPE Advanced Standards, there is clearly a need to examine and revise the existing curriculum. This
examination/curriculum revision will begin in April 2012.
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.
A faculty member who teaches 50% of the graduation program was on sabbatical. Discussion to change
would have been inappropriate without his input. That meeting has been scheduled for April 2012. A
continued plan will be developed to complete the revision. This need for revision was called for in the
2009-2010 assessment however, the need for appropriate input delayed this meeting. A part of this
meeting will need to examine the effect of these advanced students on their own students. Many of the
targets call for data or an indication of k-12 student learning. Somehow the relationship will need to be
assessed.
The report also called for the need to explore and implement more practical projects to increase the on
time graduation rate. The on time rate has rarely been higher than 28%. Anecdotally, the program has
improved. Of course the information extends beyond the 2010-2011 report in that the students were only
completing their first year in the summer of 2011. However, it does need to be reported that changes in
the research class HPE 557 appears to have had a positive effect in the timeliness and appropriateness of
projects. One student proposed her project during the summer of 2011 (earlier than any previous year)
and 10 students have formally proposed the projects to their committees. Changes that have led to this
appear to have been successful in increasing the timeliness of completion.
There was also a recognized need to separate the Athletic Administration program and use their own
standards and outcomes to assess their program. Work was completed to develop these and a separate
report was submitted for Athletic Administration.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington
University: