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: 2012-2013 College: Education & Professional Studies
Department: PESPH
Program: Physical Education & School Health
1. What student learning outcomes were assessed this year, and why?
Our department assessed seven programmatic outcomes this year for the program and two of the
outcomes directly linked to CTL which were documented in the 2-for-1 report.
CEPS GOAL 1: TEACHING AND LEARNING
a. Maintain required and initiate new accreditation, national, state, and/or professional
standards that relate to teaching and learning in all CEPS programs
1. Teacher candidates will demonstrate best practices of effective teaching in physical education and
school health.
-This goal was chosen because our program wanted to know whether our practicums are
effective and demonstrate characteristics of effective teaching.
2.
Teacher candidates will create an interdisciplinary curriculum unit plan that is aligned with the
state and national standards for physical education and school health.
-This goal was chosen because our program wanted to know whether our teacher
candidates are aligning the state and national standards in their lesson plans, and overall
interdisciplinary curriculum plans in physical education and school health. Our program
now is starting to integrate EdTPA in various courses.
3. Teacher candidates will possess an organized comprehensive health portfolio or file system that
will contain health content information, resource links, and lesson ideas critical to teaching health
in the elementary.
-This goal was chosen because our program wanted to know whether our teacher
candidates are organizing a comprehensive health portfolio and/or resource file.
4. Teacher candidates will demonstrate professional dispositions in a practicum learning experience.
-This goal was chosen because the program wanted to know how our teacher candidates
are performing and/or demonstrating their professionalism during a practicum
experience.
5. Teacher candidates will demonstrate using appropriate writing elements in a variety of
assignments.
-This goal was chosen to support the importance of using appropriate writing elements
and demonstrating writing an effective philosophy paper.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student 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?
Who Assessed (Students
from what courses –
population)
PESH 437 – Practicum 3
N = 17 teacher candidates
When Assessed (term,
dates)
Fall, 2012
Standard of Mastery/ Criterion of
Achievement (How good does
performance have to be?)
All candidates will achieve
performance level of at target on
a 3 level rubric.
Student Learning Outcomes
(knowledge, skills, attitudes)
1. Teacher candidates will demonstrate
best practices of effective teaching in
physical education and school health.
Method(s) of Assessment
(What is the assessment?)
Video w/ Rubric
Reflection Summary
(Livetext)
2. Teacher candidates will create an
interdisciplinary curriculum unit plan
that is aligned with the state and
national standards for physical
education and school health.
Interdisciplinary Curriculum
Unit Plan (Livetext)
PESH 445
N = 17 teacher candidates
Winter, 2013
All candidates will achieve
performance level of Proficient on
a 5 level rubric
3. Teacher candidates will possess an
organized comprehensive health
portfolio or file system that will contain
health content information, resource
links, and lesson ideas critical to
teaching health in the elementary.
Comprehensive health
portfolio/resource file
(Livetext)
HED 345
N = 17 teacher candidates
(Fall)
Fall, 2012
All candidates will achieve
performance level of at target on
a 3 level rubric
4. Teacher candidates will demonstrate
professional dispositions in a practicum
learning experience.
Summative Teaching
Evaluation Rubric –
Professionalism Component
PESH 438 – Practicum IV
N = 17 teacher candidates
(Fall)
N= 14 teacher candidates
(Spring)
Fall, 2012
Spring, 2013
All candidates will achieve
performance level of proficient on
a 4 level rubric.
5. Teacher candidates will demonstrate
using appropriate writing elements in a
variety of assignments.
Philosophy Paper
(General Education Writing
Rubric) - Livetext
PESH 280 – Pre-Assessment
N= 17 teacher candidates
Fall, 2012
All candidates will achieve a
passing score.
Beginning of the Program
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. Teacher candidates will demonstrate best practices of effective teaching in physical education and
school health.
Directions
Grammar
84 (91%)
8 (8%)
44 (49%)
45 (50%)
CWU-CTL-1, WA-COMP-HEA.5
Lesson Organization
91 (96%)
3 (3%)
CWU-CTL-1.1, CWU-CTL-1.2, CWU-CTL1.3, CWU-CTL-1.5, WA-COMP-HEA.2, WACOMP-HEA.3, WA-COMP-HEA.6
Characteristics of Effective
Teaching
Content Knowledge
78 (82%)
16 (17%)
85 (90%)
9 (9%)
CWU-CTL-1.1, WA-COMP-HEA.1, WACOMP-HEA.2, WA-COMP-HEA.4
Target
Acceptable
Unacceptable
Based on the data shown for the specific category of characteristics of effective teaching, the teacher
candidates have a thorough understanding of identifying the characteristics of effective teaching 82% at
target and 17% acceptable. The teacher candidates scored 96% for performing lesson planning.
2. Teacher candidates will create an interdisciplinary curriculum unit plan that is aligned with the
state and national standards for physical education and school health.
PESH 445
Title Page and Table of
Contents
Unit Description –
Rationale, Grade Level,
Class Size, # of Days
Essential Questions
Unit Plan Curriculum
Outcomes
Procedures (Gymnasium
Conduct, and Class Rules)
Concept Map of Activities
(Content)
Block Time Plan
Task Cards
Skill Charts
Grading Procedures
Assessment – Pre-
5 (38%)
3 (23%) 5 (38%)
10 (76%)
3 (23%)
8 (61%)
3 (23%)
6 (46%)
2 (15%)
6 (46%)
11 (84%)
1 (7%)
2 (15%)
7 (53%)
4 (30%)
3 (25%) 6 (50%)
1 (7%) 1 (7%)
3 (25%)
8 (61%)
4 (30%)
1 (7%)
8 (61%)
4 (30%)
1 (7%)
1 (7%) 10 (76%)
2 (15%)
10 (76%)
2 (15%)
1 (7%)
Test/PostTest, Formative,
and Summative
References and Resources
List
Total Points 48
10 (76%)
3 (23%)
Exemplary
Proficient
Developing
Needs Improvement
Based on the data shown for the interdisciplinary curriculum plan, the teacher candidates are
scoring in the proficient/exemplary levels. The teacher candidates demonstrated the highest in
the procedures, class guidelines, and class management. The teacher candidates also scored very
high in the curriculum goals (92% combined with exemplary and proficient.
3. Teacher candidates will possess an organized comprehensive health portfolio or file system that
will contain health content information, resource links, and lesson ideas critical to teaching health
in the elementary.
HED 345
Injury Prevention and Safety
3 (60%)
2 (40%)
std_text
Nutrition
7 (70%)
2 (20%)
1 (10%)
std_text
Growth and Development
5 (100%)
std_text
Family Life and
Relationships
3 (100%)
std_text
Disease Prevention and
Control
5 (71%)
2 (28%)
std_text
Substance Abuse Prevention
7 (87%)
1 (12%)
std_text
Consumer & Community
Health
3 (60%)
1 (20%) 1 (20%)
std_text
Mental and Emotional Health
6 (100%)
std_text
Environmental Health
1 (100%)
std_text
Personal Health
4 (80%)
1 (20%)
std_text
Target
Acceptable
Unacceptable
Based on the data shown, the teacher candidates have a comprehensive understanding of
creating a resource file that contains all of the main health education content areas necessary to
meet the health standards. Substance abuse prevention was scored high at (87%) and growth and
development (100%) at target levels. Overall, the teacher candidates are meeting the expectations
at the target level in their content area.
4. Teacher candidates will demonstrate professional dispositions in a practicum learning experience
-Based on a 4 point level rubric, 15/17 (fall, 2013) and 13/14 (spring, 2013) teacher candidates
demonstrated a proficient score on their teaching during their practicum. The other teacher
candidates were met at the satisfactory level.
5. Teacher candidates will demonstrate using appropriate writing elements in a variety of
assignments.
Rubric: Performance Assessment - PESH 280
Presentation
Writing
Information - General
Information - Assignment Specific
Presentation
Writing
Information - General
Information - Assignment
Specific
Exemplary Proficient Basic Novice Mean Mode Stdev
(5.000 pts.)
(4.000 pts)
(3.000 pts) (2.000 pts)
21
2
0
0
4.913 5.000 0.282
16
7
0
0
4.696 5.000 0.460
8
14
1
0
4.304 4.000 0.547
21
2
0
0
4.913 5.000 0.282
21 (91%)
16 (69%)
8 (34%)
2 (8%)
7 (30%)
14 (60%)
1 (4%)
21 (91%)
Exemplary
2 (8%)
Proficient
Basic
Novice
Pesh 280: Philosophy Paper – University Assessment Rubric
Elements
Pass
No Pass
Content
21
0
Reasoning
Organization
Rhetoric of the Discipline
21
21
21
0
0
0
-Based on the data shown, all 21 students in the cohort performed well on the writing philosophy
paper for PESH 280. The specific data allows us to see all levels in their writing.
4. What will the department or program do as a result of that information?
The PESH program members review the results on a yearly basis and its impact on student
learning. A CTL report was also analyzed and turned in. The two main outcomes that was
reported and not included in this report were the new EdTPA passing results and the WEST E
exam scores. These reports are disseminated to the other faculty members in the program and
discussed in one of our regular program meetings. Our next meeting is scheduled for January,
2014. We are in the process of revising our curriculum to meet the new EdTPA guidelines and
introducing it earlier in our program. We are also in the process of changing all of our Livetext
artifacts to a 5 level rubric instead of 4. Right now we have five courses that are switched and
reporting evidence starting fall, 2013. These changes will show a better baseline for evaluating
our teacher candidates’ performances.
We have also started a new advisory group that consists of four districts and each school has two
representatives that attend quarterly professional development meetings. This is our opportunity
to share the results of our program and what is occurring in the schools that will help our teacher
candidates.
5. What did the department or program do in response to last year’s assessment
information?
Last year, our program only turned in the CTL report and did not report all of our program
outcomes. However, we do conduct a senior exit online survey for our teacher candidates to take
online to measure the effectiveness of the physical education and school health program. The
survey was created in the spring of 2011, and we continue to get more data. It is aggregated from
Qualtrics Survey. Based on this survey, our program conducted a 2 day summer retreat to revise
our school health and physical education curriculum. We are in the process of wanting to improve
our professional disposition survey and developing one that includes the faculty to fill out. This
is a survey we would like to see conducted at least two times. We are also making changes in the
curriculum due to the new EdTPA.
6. Questions or suggestions concerning Assessment of Student Learning at Central
Washington University: