Physical Education Eight Key Assessments
Eight key assessments are being submitted as evidence for meeting the NASPE-AAHPERD
standards. For each assessment, the type or form of the assessment and when it is administered in
the program are indicated. The competencies on each assessment are introduced at stage I,
reinforced at stage II and mastered at stage III of the Physical Education Program.
Name of Assessment
1
[Licensure assessment]
PRAXIS II
2
Content knowledge in
Physical Education
3
[Assessment of candidate
ability to plan Instruction]
Lesson Plans are aligned with
NASPE-AAHPERD standards.
4
[Assessment of student
teaching] Student Teaching
Observation Report aligned with
NASPE-AAHPERD standards.
5
6
7
8
[Assessment of candidate effect
on student learning] Teacher
Work Sample aligned with
NASPE-AAHPERD standards.
Portfolio Summative
Evaluation
Additional assessment that
addresses NASPE-AAHPERD
standards (required)
Dispositional Survey aligned
with NASPE-AAHPERD
standards, communication
Additional
Alumni-Follow-up Survey and
the Senior Exit Survey
Type or
Form of Assessment
Physical Education: Content Knowledge (0091)
Content Observation Rubric
Candidates develop four culturally sensitive
lesson plans in the area of
concentration/discipline. Instruction in
technology and the principles of teaching and
learning are integrated throughout each lesson.
Candidates are observed by both an on-site
supervising cooperating teacher and a program
supervisor during the student teacher semester.
All points of focus in the observation report are
aligned with NASPE-AAHPERD Standards.
Similar to a unit of study in a content area,
candidates are assessed on contextual factors
(learning goals, an assessment plan, a design
for instruction, instructional decision making,
and self evaluation and reflection. Candidates
teach a portion of the unit in a classroom.
The Portfolio is designed to be comprehensive
in nature and the artifacts are developed around
all of the NASPE-AAHPERD Standards. They
are collected in key courses at stages I, II, III,
and IV of the Admissions and Monitoring
Process.
ED 425 and ED 430
The Alumni-Follow-up survey and the Senior
Exit Survey are aligned to the Units Conceptual
Framework and the NASPE-AAHPERD
Standards.
When the Assessment
Is Administered
Prior to student teaching and stage II
of the admission and monitoring
process.
During stage II and stage III-Student
Teaching and Capstone Course.
In required methods courses
Student Teaching semester: either fall
or spring of the senior year
ED 425: Application and Assessment
in Specialized Methods (This course is
required in the semester prior to
student teaching.)
Student Teaching semester: either fall
or spring of the senior year in ED 430
where the competencies are mastered.
Dispositions are mastered at stage III
and are assessed during student
teaching.
The senior exit survey is administered
either fall or spring of the senior year
in ED 430 where the competencies are
mastered.
PHYSICAL EDUCATION
(Undergraduate Program)
1
ASSESSMENT #1 – PRAXIS II
1. Description of Assessment
The Praxis II: Physical Education exam measures the subject knowledge of prospective teachers
of Physical Education k-12 grades. The Praxis II (0091) is to identify examinees who have
demonstrated the level of knowledge and skills required of entry-level educators. The
examination consists of approximately half of the 145 test questions focus on studies of health,
and about half focus on studies of and experiences in physical education. Representatives
descriptions of topics covered are provided in the chart below.
2. Alignment with NASPE-AAHPERD Standards
Praxis II Test Categories
I. Fundamental Movements, Motor Development,
and Motor Learning
NASPE-AAHPERD Standards
1& 2
II. Movement Forms
1, 2, & 3
III. Fitness and Exercise Science
IV. Social Science Foundations
V. Biomechanics
VI. Health and Safety
4, 5, 6, & 7
4, 5, 6, & 7
4, 5, 6, 7, 8 & 9
4, 5, 6, 7, 7, & 9
3. Summary of Data Findings
South Carolina State University requires candidates to pass Praxis II prior to student teaching;
therefore, the pass rate for this assessment is 100%. According to the data collected from 20052008, the undergraduate completers consistently scored within the average performance range in
all test categories. During this period, the candidates also scored an average of 20 points higher
than the required passing score for South Carolina.
ASSESSMENT #2 – CONTENT KNOWLEDGE RUBRIC
2
1. Description of Assessment
University supervisors and cooperating teachers use a rubric to assess the candidates’ content
knowledge during their student teaching experience. The items in this rubric are based on
NASPE-AAHPERD Standards. Standards place emphasis on the fact that candidates understand
the importance of each content area in children’s learning. Candidates must know the key
concepts, inquiry tools, and structure of each content area according to NASPE-AAHPERD
Standards. Additionally, NASPE-AAHPERD Standards highlights the importance of candidates
having the ability to identify resources to expand their understanding of content.
2. Alignment with NASPE-AAHPERD Standards (See rubric below)
Assessment 2 – Attachment A
Content Observation Rubric
PHYSICAL EDUCATION CONTENT OBSERVATION RUBRIC
Candidate: ________________ School: _________________ Subject/leve1(s): _____________
Evaluator: ___________________________ Dates covered: From__________ To___________
For each observation, evaluate the intern for each NASPE /AAHPERD standard to indicate (a)
evidence in planning, (b) evidence in teaching, and (c) evidence in producing intended student
learning. Record your evaluation by checking the appropriate box. Use the following scale:
1= Needs Improvement 2= Developing Competency
Association for Physical Education International
Standards
Standard 1. Content Knowledge.
1.1 Accomplished physical education candidates have a
command of the subject matter of physical education that
reflects both breadth and depth. They establish and promote
lifetime physical activity habits of all students. As well, they
can articulate the relevance of the underlying sub-disciplines
of physical education, integrating appropriate concepts into
the physical education program that encourages lifetime
physical activity.
Standard 2. Curricular Knowledge.
2.1 Accomplished physical education candidates consistently
3= Competent
Linked to
EP, RD
and HP
and
ADEPT
EP, RD, HP
and APS 1,
2, 3 & 4
EP, RD, HP
and APS 1,
2, 3
No= Not Observed
Evidence
in
Planning
Evidence
in
Teaching
Evidence
in
Producing
the
Intended
Student
Learning
□ 1
□ 1
□ 1
□ 2
□ 2
□ 2
□ 3
□ 3
□ 3
□ No
□ No
□ No
□ 1
□ 2
□ 3
□ 1
□ 2
□ 3
□ 1
□ 2
□ 3
3
articulate a value system base for selecting, planning and
evaluating their curriculum to meet student needs and
promote student learning.
Standard 3. Equity/Fairness/Diversity.
3.1 Accomplished physical education candidates model and
promote behavior appropriate in a diverse society by showing
respect for and valuing all members of their communities and
by having high expectations that their students will treat one
another fairly and with dignity.
Standard 4.0: Sound Teaching Practices.
4.1 Accomplished physical education candidates thoroughly
comprehend the fundamental goals of physical education.
They carefully orchestrate the blending of relevant principles
of pedagogical practice with the complex nature of the
physical education content. This gives their teaching actions
purpose and allows them to implement a flexible yet effective
instructional program responsive to students’ interests, needs,
and developmental levels.
Standard 5: Assessment.
5.1 Accomplished physical education candidates consistently
use a variety of authentic assessments aligned with national,
state standards, state and local program goals, and student
outcomes goals to provide feedback to students, report
student progress, shape instruction, and evaluate curriculum
and program goals.
Standard 6: High Expectations for a Physically Active
Lifestyle.
6.1 Accomplished physical education candidates maintain a
stimulating, productive learning environment that holds all
students to the highest expectations for adopting a physically
active lifestyle.
EP, RD, HP
and APS 3,4,
5, 6, 7, 8 & 9
EP, RD, HP
and APS 10
EP, RD, HP
and APS 10
EP, RD, HP
and APS 6
□ No
□ No
□ 1
□ 1
□ 1
□ 2
□ 2
□ 2
□ 3
□ 3
□ 3
□ No
□ No
□ No
□
□
□
□
□
□
□
□
□
□
□
□
1
2
3
No
□ No
1
2
3
No
1
2
3
No
□1
□1
□1
□2
□2
□2
□3
□3
□3
□ No
□ No
□ No
□1
□1
□1
□2
□2
□2
□3
□3
□3
□ No
□1 □2
□ 3 □ No
□ No
□1 □2
□ 3 □ No
□ No
□1 □2
□ 3 □ No
□1
□2
□3
□ No
□1
□2
□3
□ No
Standard 7: Methods of Inquiry.
7.1 Accomplished physical education candidates know,
understand, interpret, critique, and consistently use research
to improve practice.
EP, RD, HP
and APS 7
Standard 8. Collaboration, Reflection, Leadership, and
Professionalism.
8.1 Accomplished physical education candidates are lifelong
learners who collaborate as members of a larger learning
community to improve school physical education for all
students and enhance the professional culture of their field.
Standard 9. Mentoring.
9.1 Accomplished physical education candidates contribute
to the professional development and support of other current
and/or future educators.
EP, RD, HP
and APS 7
□1
□2
□3
□ No
EP, RD, HP
and APS 7
□1
□3
□2
□ No
□1
□3
□2
□ No
□1
□3
□2
□ No
3. Summary of Data Findings
4
University supervisors and cooperating teachers conduct four formal observations of student
teachers during their thirteen-week internship. A four-level rating criteria is used: needs
improvement, developing competence, competent, and not observed. Although the university
supervisors and cooperating teachers rated the candidates’ knowledge of content independently,
their findings are the same. No students were rated as “needs improvement” in the area of
content knowledge.
Content Observation Rubric
PHYSICAL EDUCATION CONTENT OBSERVATION RUBRIC
Candidate:
School: Orangeburg-Wilkinson Subject/leve1(s): 9-12th
Evaluator: Dr Clemmie Hill Dates covered: From January 2008 to May 2008
For each observation, evaluate the intern for each NASPE /AAHPERD standard to indicate (a)
evidence in planning, (b) evidence in teaching, and (c) evidence in producing intended student
learning. Record your evaluation by checking the appropriate box. Use the following scale:
1= Needs Improvement 2= Developing Competency
Association for Physical Education International
Standards
Standard 1. Content Knowledge.
1.1 Accomplished physical education candidates have a
command of the subject matter of physical education that
reflects both breadth and depth. They establish and promote
lifetime physical activity habits of all students. As well, they
can articulate the relevance of the underlying sub-disciplines
of physical education, integrating appropriate concepts into
the physical education program that encourages lifetime
physical activity.
Standard 2. Curricular Knowledge.
2.1 Accomplished physical education candidates consistently
articulate a value system base for selecting, planning and
evaluating their curriculum to meet student needs and
promote student learning.
Standard 3. Equity/Fairness/Diversity.
3.1 Accomplished physical education candidates model and
promote behavior appropriate in a diverse society by showing
respect for and valuing all members of their communities and
by having high expectations that their students will treat one
3= Competent
Linked to
EP, RD
and HP
and
ADEPT
No= Not Observed
Evidence
in
Teaching
Evidence
in
Producing
the
Intended
Student
Learning
□ 1
□ 1
□ 1
□ 2
□ 2
□ 2
x 3
x 3
x 3
□ No
□ No
□ No
EP, RD, HP
and APS 1,
2, 3
□
□
x
□
□
□
x
□
EP, RD, HP
and APS 3,4,
5, 6, 7, 8 & 9
□ 1
□ 1
□ 1
□ 2
□ 2
□ 2
x 3
x 3
x 3
EP, RD, HP
and APS 1,
2, 3 & 4
Evidence
in
Planning
1
2
3
No
□ 1
□ 2
x 3
□ No
1
2
3
No
5
another fairly and with dignity.
Standard 4.0: Sound Teaching Practices.
4.1 Accomplished physical education candidates thoroughly
comprehend the fundamental goals of physical education.
They carefully orchestrate the blending of relevant principles
of pedagogical practice with the complex nature of the
physical education content. This gives their teaching actions
purpose and allows them to implement a flexible yet effective
instructional program responsive to students’ interests, needs,
and developmental levels.
Standard 5: Assessment.
5.1 Accomplished physical education candidates consistently
use a variety of authentic assessments aligned with national,
state standards, state and local program goals, and student
outcomes goals to provide feedback to students, report
student progress, shape instruction, and evaluate curriculum
and program goals.
Standard 6: High Expectations for a Physically Active
Lifestyle.
6.1 Accomplished physical education candidates maintain a
stimulating, productive learning environment that holds all
students to the highest expectations for adopting a physically
active lifestyle.
EP, RD, HP
and APS 10
EP, RD, HP
and APS 10
EP, RD, HP
and APS 6
□ No
□ No
□ No
□
□
x
□
□
□
x
□
□
□
x
□
1
2
3
No
1
2
3
No
1
2
3
No
□1
□1
□1
□2
□2
□2
x3
x3
x3
□ No
□ No
□ No
□1
□1
□1
□2
□2
□2
x3
x3
x3
□ No
□1
x2
□3
□ No
□ No
□1
x2
□3
□ No
□ No
□1
x2
□3
□ No
Standard 7: Methods of Inquiry.
7.1 Accomplished physical education candidates know,
understand, interpret, critique, and consistently use research
to improve practice.
EP, RD, HP
and APS 7
Standard 8. Collaboration, Reflection, Leadership, and
Professionalism.
8.1 Accomplished physical education candidates are lifelong
learners who collaborate as members of a larger learning
community to improve school physical education for all
students and enhance the professional culture of their field.
Standard 9. Mentoring.
9.1 Accomplished physical education candidates contribute
to the professional development and support of other current
and/or future educators.
EP, RD, HP
and APS 7
□1
x2
□3
□ No
□1
x2
□3
□ No
□1
x2
□3
□ No
EP, RD, HP
and APS 7
□1
□2
x3
□ No
□1
□2
x3
□ No
□1
□2
x3
□ No
4. Interpretation of how the Data Provides Evidence that the NASPE-AAHPERD
Standards were met
The rubric used for this assessment is based on the NASPE-AAHPERD Standards, which
focuses on the content knowledge that candidates should possess. Based on the data, the
physical education candidate demonstrated a strong understanding of content knowledge.
Moreover, NASPE-AAHPERD Standards were met.
ASSESSMENT #3 – LESSON PLAN RUBRIC
6
1. Description of Assessment
Candidates write lesson plans in all methods classes. Therefore, a standardized lesson plan
format is used in all Physical Education classes. Candidates must align their lessons with the
South Carolina Curriculum Standards. The lesson plans must include appropriate objectives and
procedures that support the standards and objectives. Some of the other evaluation criteria
include an engaging introduction that effectively activates prior knowledge and accommodations
for differences in rates of learning, learning styles, diversity, and special needs. The university
supervisors and cooperating teachers collect the data on lesson plans during the student teaching
experience.
2. Alignment with NASPE-AAHPERD Standards (See rubric below)
SOUTH CAROLINA STATE UNIVERSITY
(Program Area: Physical Education)
Key Assessment # 3
LESSON PLAN RUBRIC
Criteria
Evaluation
Competent
3
Developing
Competence
2
Needs Improvement
1
SC Curricular
Standards; NASPEAAHPRED 2
Lesson and assessments are
aligned with the South
Carolina Curriculum
Standards.
The standards are identified
in general terms, but are
aligned with the lesson or
assessments.
Instructional
Objectives; NASPEAAHPRED 2
Concise statements of what
students are expected to
demonstrate. The statements
follow the ABCD and
taxonomies of learning
formats.
The statements are vague and
not in the ABCD and
taxonomies of learning
formats.
Lesson Plan
Language, Grammar,
Punctuation, Spelling;
AAHPRED 1, 8
Language particularly
descriptive; all portions
complete, thoroughly
developed and clearly
written; and no grammatical
or mechanical errors.
Sufficient detail so another
teacher could implement
lesson; all portions
completed and clearly
written; a few grammatical
and mechanical errors.
Detail lacking (another
teacher would have
difficulty implementing
lesson); portions missing,
poorly written, unclear;
several grammatical and
mechanical errors.
Citations of Sources of
Ideas (optional);
AAHPRED 1,8
Procedures; NASPEAAHPRED 4
Sources cited using
publication format (APA,
for example).
All sources cited so another
teacher could locate sources.
Sources not cited or not
cited with enough detail.
Procedures provide detailed
information on the
preparation,
implementation, and
integration of instruction.
Procedures provide vague
information on the
preparation, implementation,
and integration of instruction.
Procedures provided no
information on the
preparation, but not the
implementation or
integration instruction.
Score
The standards are vague and
not aligned with the lesson
or assessments.
Statements of what students
are expected to demonstrate
are not in the ABCD and
taxonomies of learning
formats.
7
Modeling Behaviors;
NASPE-AAHPRED 1,
4
Guided and
Independent
Practices; NASPEAAHPRED 4
Variety of Strategies;
NASPE-AAHPRED 3,
4
Awareness of
Different Learning
Styles, Rates of
Learning -and
Abilities Diversity and
Special Needs;
NASPE-AAHPRED 3
Assessment; NASPEAAHPRED 5
Closure; NASPEAAHPRED 4
Several examples include
demonstrations on how
students are to go about
completing the lesson that
includes detailed description
about incorporating diverse.
Opportunities are provided
for guided and/or on guided
independent practice.
Few examples of
how students are to go
completing the about
completing the
lesson. No accommodations
for diverse learning styles.
Opportunities are guided for
independent studies practice
only.
Used a variety of strategies
that allowed the learners to
be actively engaged in the
learning.
The learners are actively
engaged in the learning, but
limited strategies were used.
Used strategies that
provided for differences in
learning styles, rates of
learning and abilities.
Strategies provided limited
attention to differences in
learning styles and rates of
learning.
Learning styles were not
addressed.
Description of how learners
have met all standards and
objectives are clearly stated,
appropriately aligned and
effectively measured.
Closure includes all of the
following: summary,
importance, and application
of the lesson.
Description of how learners
have met some standards and
objectives are clearly stated,
effectively measured, and
appropriately aligned.
Closure includes summary
but not importance, and
application.
Descriptions of how
Learners have met standards
are vague or limited.
Materials
/Technology; NASPEAAHPRED 4
Material and technology
enhance the lesson and are
appropriate for our
objectives, activities and
diverse learners.
Material and technology are
appropriate but did not
enhance objective and
activities for all learners.
Reflection; NASPEAAHPRED 8
The teaching experience is
clearly analyzed. The
strengths and weaknesses of
the lesson are identified
along with suggestions for
improvement.
The teaching experience is
clearly analyzed. The
strengths and weaknesses of
the lesson but does not
include or suggestions for
improvement.
No examples are provided
of how students are to go
about completing the lesson.
Limited opportunities
guided or independent
practice.
Limited strategies were used
and the learners were not
actively engaged in the
learning.
No lesson closure is
provided.
Material and technology are
inappropriate for all
learners.
No reflection is given.
TOTAL
POINTS
3. Summary of Data Findings
University supervisors and cooperating teachers assess candidates in the area of lesson planning
during the student teaching process. According to the data, the candidate (N=1) are competent in
8
developing and implementing lesson plans. The university supervisors gave the candidate a
100% rating in 13 out of 13 evaluation areas.
SOUTH CAROLINA STATE UNIVERSITY
(Program Area: Physical Education)
Key Assessment # 3
LESSON PLAN RUBRIC
Criteria
Evaluation
Competent
3
Developing
Competence
2
SC Curricular
Standards; NASPEAAHPRED 2
Lesson and assessments are
aligned with the South
Carolina Curriculum
Standards.
The standards are identified
in general terms, but are
aligned with the lesson or
assessments.
Instructional
Objectives; NASPEAAHPRED 2
Concise statements of what
students are expected to
demonstrate. The statements
follow the ABCD and
taxonomies of learning
formats.
The statements are vague and
not in the ABCD and
taxonomies of learning
formats.
Lesson Plan
Language, Grammar,
Punctuation, Spelling;
AAHPRED 1, 8
Language particularly
descriptive; all portions
complete, thoroughly
developed and clearly
written; and no grammatical
or mechanical errors.
Citations of Sources of
Ideas (optional);
AAHPRED 1,8
Procedures; NASPEAAHPRED 4
Modeling Behaviors;
NASPE-AAHPRED 1,
4
Guided and
Independent
Practices; NASPEAAHPRED 4
Variety of Strategies;
NASPE-AAHPRED 3,
Needs Improvement
1
The standards are vague and
not aligned with the lesson
or assessments.
Score
3
Statements of what students
are expected to demonstrate
are not in the ABCD and
taxonomies of learning
formats.
3
Sufficient detail so another
teacher could implement
lesson; all portions
completed and clearly
written; a few grammatical
and mechanical errors.
Detail lacking (another
teacher would have
difficulty implementing
lesson); portions missing,
poorly written, unclear;
several grammatical and
mechanical errors.
3
Sources cited using
publication format (APA,
for example).
All sources cited so another
teacher could locate sources.
Sources not cited or not
cited with enough detail.
3
Procedures provide detailed
information on the
preparation,
implementation, and
integration of instruction.
Procedures provide vague
information on the
preparation, implementation,
and integration of instruction.
Procedures provided no
information on the
preparation, but not the
implementation or
integration instruction.
3
Several examples include
demonstrations on how
students are to go about
completing the lesson that
includes detailed description
about incorporating diverse.
Opportunities are provided
for guided and/or on guided
independent practice.
Few examples of
how students are to go
completing the about
completing the
lesson. No accommodations
for diverse learning styles.
Opportunities are guided for
independent studies practice
only.
No examples are provided
of how students are to go
about completing the lesson.
Used a variety of strategies
that allowed the learners to
be actively engaged in the
The learners are actively
engaged in the learning, but
limited strategies were used.
Limited strategies were used
and the learners were not
actively engaged in the
Limited opportunities
guided or independent
practice.
3
3
3
9
learning.
4
Awareness of
Different Learning
Styles, Rates of
Learning -and
Abilities Diversity and
Special Needs;
NASPE-AAHPRED 3
Assessment; NASPEAAHPRED 5
Closure; NASPEAAHPRED 4
learning.
Used strategies that
provided for differences in
learning styles, rates of
learning and abilities.
Strategies provided limited
attention to differences in
learning styles and rates of
learning.
Learning styles were not
addressed.
Description of how learners
have met all standards and
objectives are clearly stated,
appropriately aligned and
effectively measured.
Closure includes all of the
following: summary,
importance, and application
of the lesson.
Description of how learners
have met some standards and
objectives are clearly stated,
effectively measured, and
appropriately aligned.
Closure includes summary
but not importance, and
application.
Descriptions of how
Learners have met standards
are vague or limited.
Materials
/Technology; NASPEAAHPRED 4
Material and technology
enhance the lesson and are
appropriate for our
objectives, activities and
diverse learners.
Material and technology are
appropriate but did not
enhance objective and
activities for all learners.
Reflection; NASPEAAHPRED 8
The teaching experience is
clearly analyzed. The
strengths and weaknesses of
the lesson are identified
along with suggestions for
improvement.
The teaching experience is
clearly analyzed. The
strengths and weaknesses of
the lesson but does not
include or suggestions for
improvement.
3
No lesson closure is
provided.
Material and technology are
inappropriate for all
learners.
3
3
3
No reflection is given.
3
TOTAL
POINTS
39
39 Overall Rating
39 Competent (34-39 Points)
0 Developing Competence (28-33 Points)
0 Needs Improvement (0-27 Points)
4. Interpretation of how the Data Provides Evidence that the NASPE-AAHPERD
standards were met
The rubric used for this assessment is based on the NASPE-AAHPERD Standards, which
focuses on the content knowledge that candidates should possess. Based on the data, Physical
education candidate demonstrated a strong understanding of content knowledge. Moreover,
NASPE-AAHPERD Standards were met.
10
ASSESSMENT #4 -- ADEPT
1. Description of Assessment
11
South Carolina’s system for Assisting, Developing, and Evaluating Professional Teaching
(ADEPT) grew out of the knowledge that good teaching is important to student achievement.
The primary focus of ADEPT is a set of expectations for what teaching professionals should
know, be able to do, and assume responsibility for accomplishing on an ongoing basis. These
expectations are called ADEPT Performance Standards. There are ten ADEPT Performance
Standards, and they are grouped into the following four domains:
Domain 1: Planning
APS 1 Long-Range Planning
APS 2 Short-Range Planning of Instruction
APS 3 Planning Assessments and Using Data
Domain 2: Instruction
APS 4 Establishing and Maintaining High Expectations for Learners
APS 5 Using Instructional Strategies to Facilitate Learning
APS 6 Providing Content for Learners
APS 7 Monitoring, Assessing, and Enhancing Learning
Domain 3: Classroom Environment
APS 8 Maintaining an Environment That Promotes Learning
APS 9 Managing the Classroom
Domain 4: Professionalism
APS 10 Fulfilling Professional Responsibilities
Each Performance Standard contains a set of key elements. The key elements are crucial to the
standards.
As aforementioned, the ADEPT system focuses on teacher performance through three key
processes: assisting, developing, and evaluating. During the initial phase of their careers,
candidates enrolled in teacher education programs that focus on developing the knowledge,
skills, and dispositions that are central to the ADEPT Performance Standards. ADEPT Standards
are among the state accreditation requirements for college and university teacher education
programs.
New teachers receive assistance, which is intended to promote their successful transition into
professional practice. The third stage of ADEPT, formal evaluation, is successfully achieved by
most teachers. The primary focus of the fourth stage, informal evaluation, is continuous
professional growth.
ADEPT was chosen as one of our eight assessments because of the central role we have in
preparing candidates who are developing the knowledge, skills, and dispositions that are
necessary to be successful in the ADEPT process. Hence, the ADEPT system is highlighted in
all of our classes. Our candidates are evaluated by the ADEPT instrument during their student
teaching experience.
2. Alignment with NASPE-AAHPERD Standards (See rubric below)
Key Assessment # 4
12
Assessment of Student Teaching: Assisting, Developing, and Evaluating Professional
Teaching (ADEPT State Assessment)
Domain 1. Planning APS 1 Long-Range Planning
Rating
Met
Not Met
NASPE
l. A The student teacher obtains student information, analyzes
/AAHPERD this information to determine the learning needs of all students,
2
and uses this information to guide instructional planning.
Comments:
NASPE
1. B The student teacher establishes appropriate standards/AAHPERD based long-range learning and developmental goals for all
4
students.
Comments:
NASPE
1. C The student teacher identifies and sequences instructional
/AAHPERD units in a manner that facilitates the accomplishment of the
4
long-range goals.
Comments:
NASPE
1.D The student teacher develops appropriate processes for
/AAHPERD evaluating and recording students’ progress and achievement
Comments:
5
NASPE
1. E The student teacher plans appropriate procedures for
/AAHPERD managing the classroom.
Comments:
2
Domain 1: Planning APS 2 Short-Range Planning of Instruction
Rating
Met
Not Met
NASPE
2. A The student teacher develops unit objectives that facilitate
/AAHPERD student achievement of appropriate academic standards and
4
long-range learning and developmental goals.
Comments:
NASPE
2. B The student teacher develops instructional plans that
/AAHPERD include content, strategies, materials, and resources that are
5
appropriate for the particular students.
Comments:
NASPE
2. C The student teacher routinely uses student performance
/AAHPERD data to guide short-range planning of instruction.
Comments:
5
Domain 1: Planning APS 3: Planning Assessments and Using Data
NASPE
/AAHPERD
5
NASPE
/AAHPERD
5
NASPE
Rating
Met
Not Met
3. A The student teacher develops/selects and administers a
variety of appropriate assessments.
Comments:
3. B At appropriate intervals, the student teacher gathers and
accurately analyzes student performance data and uses this
information to guide instructional planning.
Comments:
3. C The student teacher uses assessment data to assign grades
13
/AAHPERD (or other indicators) that accurately reflect student progress and
5
achievement.
Comments:
Domain 2: Instruction APS 4: Establishing and Maintaining High
Expectations for Learners
NASPE
4. A The student teacher establishes, communicates, and
/AAHPERD maintains high expectations for student achievement.
Comments:
6
NASPE
4. B The student teacher establishes, communicates, and
/AAHPERD maintains high expectations for student participation.
Comments:
6
NASPE
4. C The student teacher helps students assume responsibility
/AAHPERD for their own participation and learning.
Comments:
6
Rating
Met
Not Met
Domain 2: Instruction APS 5: Using Instructional Strategies to Facilitate
Learning
NASPE
5. A The student teacher uses appropriate instructional
/AAHPERD strategies.
Comments:
2
NASPE
5. B The student teacher uses a variety of instructional
/AAHPERD strategies.
Comments:
2
NASPE
5. C The student teacher uses instructional strategies effectively.
/AAHPERD Comments:
2
Rating
Met
Not Met
Domain 2: Instruction APS 6: Providing Content for Learners
NASPE
/AAHPERD
1
NASPE
/AAHPERD
1
NASPE
/AAHPERD
1
6. A The student teacher demonstrates a thorough command of
the discipline that he or she teaches.
Comments:
6. B The student teacher provides appropriate content.
Comments:
6. The student teacher structures the content to promote
meaningful learning.
Comments:
Domain 2: Instruction APS 7: Monitoring, Assessing, and Enhancing Learning
NASPE
Rating
Met
Not Met
Rating
Met
Not Met
7. A The student teacher continually monitors student learning
14
/AAHPERD during instruction by using a variety of informal and formal
5
assessment strategies.
Comments:
NASPE
7. B The student teacher enhances student learning by using
/AAHPERD information from informal and formal assessments to guide
5
instruction.
Comments:
NASPE
7. C The student teacher enhances student learning by providing
/AAHPERD appropriate instructional feedback to all students.
Comments:
5
Domain 3: Environment APS 8: Maintaining an Environment That Promotes
Learning
NASPE
8. A The student teacher creates and maintains the physical
/AAHPERD environment of his or her classroom as a safe place that is
6
conducive to learning.
Comments:
NASPE
8. B The student teacher creates and maintains a positive affective
/AAHPERD climate in his or her classroom.
Comments:
6
NASPE
8. C The student teacher creates and maintains a culture of
/AAHPERD learning in his or her classroom.
Comments:
6
Rating
Met
Not Met
Domain 3 Environment APS 9 Managing the Classroom
Rating
Met
Not Met
NASPE
/AAHPERD
3
NASPE
/AAHPERD
2
NASPE
/AAHPERD
2
9. A The student teacher manages student behavior appropriately.
Comments:
9. B The student teacher makes maximal use of instructional time.
Comments:
9. C The student teacher manages essential non-instructional
routines in an efficient manner.
Comments:
Domain 4: APS 10: Fulfilling Professional Responsibilities
Professionalism
NASPE
10. A The student teacher is an advocate for the students.
/AAHPERD Comments:
9
NASPE
10. B The student teacher works to achieve organizational goals in
/AAHPERD order to make the entire school a positive and productive learning
6
environment.
Comments:
NASPE
10. C The student teacher is an effective communicator.
/AAHPERD Comments:
Rating
Met
Not Met
15
7
NASPE
/AAHPERD
9
NASPE
/AAHPERD
8
10. D The student teacher exhibits professional demeanor and
behavior.
Comments:
10. E The student teacher is an active learner.
Comments:
The ADEPT instrument has been revised to make Physical Education specific. The alignment
highlights the key elements within each Performance Standard.
3. Summary of Data Findings
The Physical Education candidate is evaluated by the ADEPT instrument during the student
teaching experience. The university supervisor and cooperating teacher conduct formal
observations four times during the thirteen-week internship. After the university supervisor and
cooperating teacher have conducted their observations, they will meet to discuss their
independent ratings and reach a consensus judgment. The performance levels are “met” or “not
met.” According to the data from 2006-2008, the candidate received a rating of 100% of “met.”
Key Assessment # 4
Assessment of Student Teaching: Assisting, Developing, and Evaluating Professional
Teaching (ADEPT State Assessment)
N=1
Rating
Met
Not Met
Domain 1. Planning APS 1 Long-Range Planning
NASPE
l. A The student teacher obtains student information, analyzes
/AAHPERD this information to determine the learning needs of all students,
2
and uses this information to guide instructional planning.
Comments:
NASPE
1. B The student teacher establishes appropriate standards/AAHPERD based long-range learning and developmental goals for all
4
students.
Comments:
NASPE
1. C The student teacher identifies and sequences instructional
/AAHPERD units in a manner that facilitates the accomplishment of the
4
long-range goals.
Comments:
NASPE
1.D The student teacher develops appropriate processes for
/AAHPERD evaluating and recording students’ progress and achievement
Comments:
5
NASPE
1. E The student teacher plans appropriate procedures for
/AAHPERD managing the classroom.
Comments:
2
x
x
x
x
x
16
Rating
Met
Not Met
Domain 1: Planning APS 2 Short-Range Planning of Instruction
NASPE
2. A The student teacher develops unit objectives that facilitate
/AAHPERD student achievement of appropriate academic standards and
4
long-range learning and developmental goals.
Comments:
NASPE
2. B The student teacher develops instructional plans that
/AAHPERD include content, strategies, materials, and resources that are
5
appropriate for the particular students.
Comments:
NASPE
2. C The student teacher routinely uses student performance
/AAHPERD data to guide short-range planning of instruction.
Comments:
5
x
x
x
Rating
Met
Not Met
Domain 1: Planning APS 3: Planning Assessments and Using Data
NASPE
/AAHPERD
5
NASPE
/AAHPERD
5
3. A The student teacher develops/selects and administers a
variety of appropriate assessments.
Comments:
3. B At appropriate intervals, the student teacher gathers and
accurately analyzes student performance data and uses this
information to guide instructional planning.
Comments:
NASPE
3. C The student teacher uses assessment data to assign grades
/AAHPERD (or other indicators) that accurately reflect student progress and
5
achievement.
Comments:
Domain 2: Instruction APS 4: Establishing and Maintaining High
Expectations for Learners
NASPE
4. A The student teacher establishes, communicates, and
/AAHPERD maintains high expectations for student achievement.
Comments:
6
NASPE
4. B The student teacher establishes, communicates, and
/AAHPERD maintains high expectations for student participation.
Comments:
6
NASPE
4. C The student teacher helps students assume responsibility
/AAHPERD for their own participation and learning.
Comments:
6
Domain 2: Instruction APS 5: Using Instructional Strategies to Facilitate
Learning
NASPE
5. A The student teacher uses appropriate instructional
/AAHPERD strategies.
Comments:
2
NASPE
5. B The student teacher uses a variety of instructional
/AAHPERD strategies.
x
x
x
Rating
Met
Not Met
x
x
x
Rating
Met
Not Met
x
x
17
Comments:
2
NASPE
5. C The student teacher uses instructional strategies effectively.
/AAHPERD Comments:
2
x
Rating
Met
Not Met
Domain 2: Instruction APS 6: Providing Content for Learners
NASPE
/AAHPERD
1
NASPE
/AAHPERD
1
NASPE
/AAHPERD
1
6. A The student teacher demonstrates a thorough command of
the discipline that he or she teaches.
Comments:
6. B The student teacher provides appropriate content.
Comments:
x
6. The student teacher structures the content to promote
meaningful learning.
Comments:
x
x
Rating
Met
Not Met
Domain 2: Instruction APS 7: Monitoring, Assessing, and Enhancing Learning
NASPE
7. A The student teacher continually monitors student learning
/AAHPERD during instruction by using a variety of informal and formal
5
assessment strategies.
Comments:
NASPE
7. B The student teacher enhances student learning by using
/AAHPERD information from informal and formal assessments to guide
5
instruction.
Comments:
NASPE
7. C The student teacher enhances student learning by providing
/AAHPERD appropriate instructional feedback to all students.
Comments:
5
Domain 3: Environment APS 8: Maintaining an Environment That Promotes
Learning
NASPE
8. A The student teacher creates and maintains the physical
/AAHPERD environment of his or her classroom as a safe place that is
6
conducive to learning.
Comments:
NASPE
8. B The student teacher creates and maintains a positive affective
/AAHPERD climate in his or her classroom.
Comments:
6
NASPE
8. C The student teacher creates and maintains a culture of
/AAHPERD learning in his or her classroom.
Comments:
6
x
x
x
Rating
Met
Not Met
x
x
x
18
Rating
Met
Not Met
Domain 3 Environment APS 9 Managing the Classroom
NASPE
/AAHPERD
3
NASPE
/AAHPERD
2
NASPE
/AAHPERD
2
9. A The student teacher manages student behavior appropriately. x
Comments:
9. B The student teacher makes maximal use of instructional time.
Comments:
x
9. C The student teacher manages essential non-instructional
routines in an efficient manner.
Comments:
x
Domain 4: APS 10: Fulfilling Professional Responsibilities
Professionalism
NASPE
10. A The student teacher is an advocate for the students.
/AAHPERD Comments:
9
NASPE
10. B The student teacher works to achieve organizational goals in
/AAHPERD order to make the entire school a positive and productive learning
6
environment.
Comments:
NASPE
10. C The student teacher is an effective communicator.
/AAHPERD Comments:
7
NASPE
10. D The student teacher exhibits professional demeanor and
/AAHPERD behavior.
Comments:
9
NASPE
10. E The student teacher is an active learner.
/AAHPERD Comments:
8
Rating
Met
Not Met
x
x
x
x
x
4. Interpretation of how Data Provides Evidence that the NASPE-AAHPERD Standards
were met.
According to the data from 2007-2008, our candidate consistently received a 100% consensus
judgment of “met.” Therefore, the alignment of the NASPE-AAHPERD Standards with the key
elements of the 10 ADEPT Performance Standards and the 100% ratings of “met” provide
strong evidence that our candidates are proficient in all of the NASPE-AAHPERD Standards.
ASSESSMENT #5 – UNIT WORK SAMPLE
19
1. Description of Assessment
Successful teacher candidates support learning by designing a teacher work sample that employs
a range of strategies that builds on each student’s strengths, needs, and prior experiences.
Teacher candidates provide credible evidence to show their ability to facilitate learning by
identify contextual factors, learning goals, designing instructional plans and assessment
instruments. In addition, analysis of students learning allows the teacher candidate to reflect on
the lesson and complete a self evaluation to make decision to enhance the learning process.
The Physical Education Teacher Candidate completed professional clinical experiences at
Orangeburg-Wilkinson High School located in Orangeburg School district No. 5, Orangeburg,
South Carolina. Information about the district included the community’s demographic
information, mission of the district, classroom organization, and student characteristics. A
pretest was administered to give the Teacher Candidate first-hand knowledge about the student’s
ability enrolled in the specific course, i.e., Integrated Physical Education. This information
allowed the Teacher Candidate to write lesson plans, plan strategies, and activities that would
address the various learning styles located in the classroom. Emphasis was placed on making
sure all levels of Bloom’s Taxonomy would be implemented during the clinical experience. The
post-test was administer to assess the instruction and measure the students;
comprehension/mastery of the objective of the lesson. It also allowed the teacher candidate to
reflect on the positive teaching attributes, and to do a self evaluation to enhance the learning
experience.
2. Alignment with NASPE-AAHPERD Standards (See rubric on the following page)
Key Assessment # 5
Summative Assessment
Unit Work Sample Rubric
Physical Education
Section 1: TWS Standard: The teacher uses information about the learning/teaching context and
student individual differences to set learning goals, plan instruction and assess learning.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Knowledge of
Community, School
and Classroom
Factors (NASPEAAHPERD 1.1, 1.2,
1.3, 1.4, 1.5 and 1.6;
ADEPT 1, EP and RD).
Knowledge of
Characteristics of
Students (NASPEAAHPERD 1.1, 1.2,
1.3, 1.4, 1.5 and 1.6;
Competent
3
Developing
Competence
2
Teacher displays a
comprehensive understanding
of the characteristics of the
community, school, and
classroom that may affect
learning in the Physical
Education diverse classroom.
Teacher displays general &
specific understanding of
student differences (e.g.,
development, interests,
culture, abilities/disabilities)
Teacher displays some
knowledge of the
characteristics of the
community, school, and
classroom that may affect
learning in the Physical
Education diverse classroom.
Teacher displays general
knowledge of student
differences (e.g., development,
interests, culture,
abilities/disabilities) that may
Needs Improvement
1
Score
Teacher displays minimal,
irrelevant, or biased knowledge
of the characteristics of the
community, school, and
classroom in the Physical
Education diverse classroom.
Teacher displays minimal,
stereotypical, or irrelevant
knowledge of student differences
(e.g. development, interests,
culture,
20
ADEPT 1, EP and RD).
that may affect learning in
the Physical Education
diverse classroom.
affect learning in the Physical
Education diverse classroom.
abilities/disabilities) in the
Physical Education diverse
classroom.
Knowledge of
Students’ Varied
Approaches to
Learning (NASPEAAHPERD 1.1, 1.2,
1.3, 1.4, 1.5 and 1.6;
ADEPT 1, EP and RD).
Teacher displays general &
specific understanding of the
different ways students learn
(e.g., learning styles, learning
modalities) that may affect
learning in the Physical
Education diverse classroom.
Teacher displays general
knowledge about the different
ways students learn (e.g.,
learning styles, learning
modalities) that may affect
learning in the Physical
Education diverse classroom.
Teacher displays minimal,
stereotypical, or irrelevant
knowledge about the different
ways students learn (e.g.,
learning styles, learning
modalities) in the Physical
Education diverse classroom.
Knowledge of
Students’ Skills
And Prior Learning
(NASPE-AAHPERD
1.1, 1.2, 1.3, 1.4, 1.5
and 1.6; ADEPT 1, EP
and RD).
Teacher displays general &
specific understanding of
students’ skills and prior
learning that may affect
learning in the Physical
Education diverse classroom.
Teacher displays general
knowledge of students’ skills
and prior learning that may
affect learning in the Physical
Education diverse classroom.
Teacher displays little or
irrelevant knowledge of
students’ skills and prior
learning in the Physical
Education diverse classroom.
Teacher provides general
implications for instruction
and assessment based on
student individual differences
and community, school, and
classroom characteristics that
may affect learning in the
Physical Education diverse
classroom.
Teacher does not provide
implications for instruction and
assessment based on student
individual differences and
community, school, and
classroom characteristics OR
provides inappropriate
implications in the Physical
Education diverse classroom.
Implications for
Instructional
Planning and
Assessment (NASPEAAHPERD 1.1, 1.2,
1.3, 1.4, 1.5 and 1.6;
ADEPT 1, EP and RD).
Teacher provides specific
implications for instruction
and assessment based on
student individual differences
and community, school, and
classroom characteristics that
may affect learning in the
Physical Education diverse
classroom.
Instructional Objectives
Rubric
Physical Education
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Competent
3
Objectives reflect
several types or levels
of learning and are
significant and
AAHPERD 2.1, 2.2
challenging for high
and 2.3; 3.1 and 3.2;
school diverse settings.
ADEPT 1, EP and RD).
Significance,
Challenge and
Variety (NASPE-
Most of the goals are
clearly stated as
AAHPERD 2.1, 2.2
and 2.3; 3.1 and 3.2;
learning outcomes for
ADEPT 1, EP and RD). high school diverse
Clarity (NASPE-
Developing
Competence
2
Objectives reflect several
types or levels of learning
but lack significance or
challenge for high school
diverse settings.
Some of the goals are
clearly stated as learning
outcomes for high school
diverse settings.
Needs Improvement
1
Goals reflect only one type
or level of learning for high
school diverse settings.
Goals are not stated clearly
and are activities rather
than learning outcomes for
high school diverse
21
Score
settings.
settings.
Most objectives
appropriate for the
Appropriateness
For Students (NASPE- development; prerequisite knowledge,
AAHPERD 2.1, 2.2
and 2.3; 3.1 and 3.2;
skills, experiences; and
ADEPT 1, EP and RD). other student needs in
high school diverse
settings.
Alignment with
Most of the goals are
National, State or
explicitly aligned with
Local Standards
national, state or local
(NASPE-AAHPERD
2.1, 2.2 and 2.3; 3.1
and 3.2; ADEPT 1, EP
and RD).
standards in high
school diverse settings.
Some goals are appropriate
for the development; prerequisite knowledge, skills,
experiences; and other
student needs in high
school diverse settings.
Goals are not appropriate
for the development; prerequisite knowledge, skills,
experiences; or other
student needs in high
school diverse settings.
Some goals are aligned
with national, state or local
standards in high school
diverse settings.
Goals are not aligned with
national, state or local
standards in high school
diverse settings.
Assessment Plan
Rubric
Physical Education
Section 3: TWS Standard: The teacher uses multiple assessment modes and approaches aligned with
learning goals to assess student learning before, during and after instruction.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Alignment with
Learning Goals and
Instruction (NASPEAAHPERD 4.1, 4.2, 4.3,
4.4 and 4.5).
Clarity of Criteria
and Standards for
Performance (NASPEAAHPERD 4.1, 4.2, 4.3,
4.4 and 4.5).
Competent
3
Each of the learning goals is
assessed through the assessment
plan; assessments are congruent
with the learning goals in content
and cognitive complexity for high
school diverse settings.
Assessment criteria are clear and
are explicitly linked to the
learning goals for high school
diverse settings.
Developing
Competence
2
Some of the learning goals
are assessed through the
assessment plan, but many
are not congruent with
learning goals in content and
cognitive complexity for high
school diverse settings.
Assessment criteria have
been developed, but they are
not clear or are not explicitly
linked to the learning goals
for high school diverse
settings.
Needs Improvement
1
Content and methods of
assessment lack congruence
with learning goals or lack
cognitive complexity for
high school diverse settings.
The assessments contain no
clear criteria for measuring
student performance relative
to the learning goals for
high school diverse settings.
22
Score
Multiple Modes and
Approaches
(NASPE-AAHPERD
4.1, 4.2, 4.3, 4.4 and
4.5).
The assessment plan includes
multiple assessment modes
(including performance
assessments, lab reports, research
projects, etc.) and assesses
student performance throughout
the instructional sequence for
high school diverse settings.
Technical Soundness
(NASPE-AAHPERD
4.1, 4.2, 4.3, 4.4 and
4.5).
Assessments appear to be valid;
scoring procedures are explained;
most items or prompts are clearly
written; directions and procedures
are clear to students in high
school diverse settings.
Adaptations Based on
the Individual
Needs of Students
(NASPE-AAHPERD
4.1, 4.2, 4.3, 4.4 and
4.5).
Teacher makes adaptations to
assessments that are appropriate
to meet the individual needs of
most students in high school
diverse settings.
The assessment plan includes
multiple modes but all are
either pencil paper based (i.e.
they are not performance
assessments) and/or do not
require the integration of
knowledge, skills and
reasoning ability for high
school diverse settings.
Assessments appear to have
some validity. Some scoring
procedures are explained;
some items or prompts are
clearly written; some
directions and procedures are
clear to students in high
school diverse settings.
Teacher makes adaptations to
assessments that are
appropriate to meet the
individual needs of some
students in high school
diverse settings.
The assessment plan
includes only one
assessment mode and does
not assess students before,
during, and after instruction
for high school diverse
settings.
Assessments are not valid;
scoring procedures are
absent or inaccurate; items
or prompts are poorly
written; directions and
procedures are confusing to
students in high school
diverse settings.
Teacher does not adapt
assessments to meet the
individual needs of students
or these assessments are
inappropriate in high school
diverse settings.
Design for Instruction
Rubric
Physical Education
Section 4: TWS Standard: The teacher designs instruction for specific learning goals, student
characteristics and needs, and learning contexts.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Alignment with
Instructional Objectives
(NASPE-AAHPERD
5.1, 5.2, 5.3, and 5.4).
Accurate
Representation of
Content (NASPEAAHPERD 5.1, 5.2,
5.3, and 5.4).
Competent
3
All lessons are explicitly
linked to learning goals. All
learning activities,
assignments and resources are
aligned with learning goals.
All learning goals are covered
in the design for high school
diverse settings.
Teacher’s use of content is
accurate. Focus of the content
is congruent with the big ideas
or structure of the discipline
for high school diverse
settings.
Developing
Competence
2
Most lessons are explicitly linked to
learning goals. Most learning
activities, assignments and resources
are aligned with learning goals. Most
learning goals are covered in the
design for high school diverse
settings.
Teacher’s use of content appears to
be mostly accurate. Shows some
awareness of the big ideas or
structure of the discipline for high
school diverse settings.
Needs Improvement
1
Few lessons are explicitly
linked to learning goals. Few
learning activities,
assignments and resources are
aligned with learning goals, Not
all learning goals are covered in
the design for high school
diverse settings.
Teacher’s use of content
appears to contain numerous
inaccuracies. Content seems to
be viewed more as isolated
skills and facts rather than as
part of a larger conceptual
structure for high school
23
Score
diverse settings.
Lesson and Unit
Structure (NASPEAAHPERD 5.1, 5.2,
5.3, and 5.4).
Use of a Variety of
Instruction, Activities,
Assignments and
Resources (NASPEAAHPERD 5.1, 5.2,
5.3, and 5.4).
Use of Contextual
Information and
Data to Select
Appropriate and
Relevant Activities,
Assignments and
Resources (NASPEAAHPERD 5.1, 5.2,
5.3, and 5.4).
Use of Technology
(NASPE-AAHPERD
5.1, 5.2, 5.3, and 5.4).
All lessons within the unit are
logically organized and are
useful in moving students
toward achieving the learning
goals for high school diverse
settings.
The lessons within the unit have
some logical organization and appear
to be somewhat useful in moving
students toward achieving the
learning goals for high school diverse
settings.
The lessons within the unit are
not logically organized
organization (e.g., sequenced)
for high school diverse settings.
Significant variety across
instruction, activities,
assignments, and/or resources.
This variety makes a clear
contribution to learning in
high school diverse settings.
Most instruction has been
designed with reference to
contextual factors and preassessment data. Most
activities and assignments are
productive and appropriate for
each student in high school
diverse settings.
Some variety in instruction,
activities, assignments, or resources
but with limited contribution to
learning in high school diverse
settings.
Little variety of instruction,
activities, assignments, and
resources. Heavy reliance on
textbook or single resource
(e.g., work sheets) in high
school diverse settings.
Instruction has not been
designed with reference to
contextual factors and preassessment data. Activities and
assignments do not appear
productive and appropriate for
each student in high school
diverse settings.
Teacher integrates appropriate
technology that makes a
significant contribution to
teaching and learning in high
school diverse settings.
Teacher uses technology but it does
not make a significant contribution to
teaching and learning OR teacher
provides limited rationale for not
using technology in high school
diverse settings.
Some instruction has been designed
with reference to contextual factors
and pre- assessment data. Some
activities and assignments appear
productive and appropriate for each
student in high school diverse
settings.
Technology is inappropriately
used OR teacher does not use
technology, and no (or
inappropriate) rationale is
provided in high school diverse
settings.
Instructional Decision-Making
Rubric Physical Education
Section 5: TWS Standard: The teacher uses on-going analysis of student learning to make instructional
decisions.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Sound
Professional
Practice (NASPEAAHPERD 6.1, 6.2,
6.3, 6.4, 6.5, 6.6,
6.7, 6.8, 6.9 and
6.10).
Competent
3
Most instructional decisions
are pedagogically sound (i.e.,
they lead to student learning)
in high school diverse settings.
Developing
Competence
2
Instructional decisions
are mostly appropriate,
but some decisions are
not pedagogically sound
in high school diverse
settings.
Needs
Improvement
1
Many instructional
decisions are
inappropriate and
not pedagogically
sound in high
school diverse
settings.
24
Score
Modifications
Based on Analysis
of
Student Learning
(NASPEAAHPERD 6.1, 6.2,
6.3, 6.4, 6.5, 6.6,
6.7, 6.8, 6.9 and
6.10).
Congruence
Between
Modifications and
Instructional
Objectives
Appropriate modifications of
the instructional plan are made
to address individual student
needs. These modifications are
informed by the analysis of
student learning/performance,
best practice, or contextual
factors. Include explanation of
why the modifications would
improve student progress in
high school diverse settings.
Modifications in instruction
are congruent with
Instructional Objectives in
high school diverse settings.
(NASPEAAHPERD 6.1, 6.2,
6.3, 6.4, 6.5, 6.6,
6.7, 6.8, 6.9 and
6.10).
Some modifications of
the instructional plan are
made to address
individual student needs,
but these are not based
on the analysis of student
learning, best practice, or
contextual factors in high
school diverse settings.
Modifications in
instruction are somewhat
congruent with learning
goals in high school
diverse settings.
Teacher treats class
as “one plan fits
all” with no
modifications in
high school diverse
settings.
Modifications in
instruction lack
congruence with
learning goals in
high school diverse
settings.
Analysis of Student Learning
Rubric Physical Education
Section 6: TWS Standard: The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement.
Rating
Indicator
Clarity and
Accuracy of
Presentation
(NASPEAAHPERD 7.1,
7.2, 7.3 and 7.4;
8.1, 8.2 and 8.3).
Competent
3
Presentation is easy to
understand and contains
no errors of representation
for high school diverse
settings.
Developing
Competence
2
Presentation is understandable
and contains few errors for
high school diverse settings.
Needs
Improvement
1
Score
Presentation is not
clear and accurate; it
does not accurately
reflect the data for
high school diverse
settings.
25
Alignment
with Learning
Goals (NASPE-
Analysis is fully aligned
with learning goals and
provides a comprehensive
AAHPERD 7.1, profile of student learning
7.2, 7.3 and 7.4;
for the whole class,
8.1, 8.2 and 8.3).
subgroups, and at least
two individuals for high
school diverse settings.
Interpretation is
meaningful, and
appropriate conclusions
(NASPEAAHPERD 7.1, are drawn from the data
7.2, 7.3 and 7.4; for high school diverse
8.1, 8.2 and 8.3). settings.
Interpretation
of Data
Analysis of student
learning includes evidence
of the impact on student
learning in terms of
number of students who
(NASPEachieved and made
AAHPERD 7.1,
progress toward each
7.2, 7.3 and 7.4;
instructional objectives for
8.1, 8.2 and 8.3).
high school diverse
settings.
Evidence of
Impact on
Student
Learning
Analysis of student learning is
partially aligned with learning
goals and/or fails to provide a
comprehensive profile of
student learning relative to the
goals for the whole class,
subgroups, and two individuals
for high school diverse
settings.
Interpretation is technically
accurate, but conclusions are
missing or not fully supported
by data for high school diverse
settings.
Analysis of student
learning is not
aligned with
learning goals for
high school diverse
settings.
Analysis of student learning
includes incomplete evidence
of the impact on student
learning in terms of numbers
of students who achieved and
made progress toward learning
goals for high school diverse
settings.
Analysis of student
learning fails to
include evidence of
impact on student
learning in terms of
numbers of students
who achieved and
made progress
toward learning
goals for high school
diverse settings.
Interpretation is
inaccurate, and
conclusions are
missing or
unsupported by data
for high school
diverse settings.
Value Added
Reflection and Self-Evaluation
Rubric
Section 7: TWS Standard: The teacher analyzes the relationship between his or her instruction
and student learning in order to improve teaching practice.
Rating
Indicator
Interpretation of
Student Learning
(NASPEAAHPERD 9.1,
9.2 and 9.3; 10.1,
10.2 and 10.3).
Competent
3
Uses evidence to support
conclusions drawn in “Analysis of
Student Learning” section.
Explores multiple hypotheses for
why some students did not meet
instructional objectives for high
school diverse settings.
Developing
Competence
2
Needs Improvement
1
Provides evidence but no (or
simplistic, superficial) reasons
or hypotheses to support
conclusions drawn in “Analysis
of Student Learning” section
No evidence or reasons
provided to support
conclusions drawn in
“Analysis of Student
Learning” section for
for high school diverse
settings.
high school diverse
settings.
26
Score
Insights
Effective
Instruction and
Assessment
(NASPEAAHPERD 9.1,
9.2 and 9.3; 10.1,
10.2 and 10.3).
Alignment Among
Goals, Instruction
and Assessment
(NASPEAAHPERD 9.1,
9.2 and 9.3; 10.1,
10.2 and 10.3).
Identifies successful and
unsuccessful activities and
assessments and provides
plausible reasons (based on theory
or research) for their success or
lack thereof for high school
diverse settings.
Identifies successful and
unsuccessful activities or
assessments and superficially
explores reasons for their
success or lack thereof (no use
of theory or research) for high
school diverse settings.
Logically connects instructional
objectives instruction, and
assessment results in the
discussion of student learning and
effective instruction for high
school diverse settings.
Connects learning goals,
instruction, and assessment
results in the discussion of
student learning and effective
instruction, but
misunderstandings or
conceptual gaps are present for
high school diverse settings.
Implications for
Future Teaching
(NASPEAAHPERD 9.1,
9.2 and 9.3; 10.1,
10.2 and 10.3).
Provides ideas for redesigning
learning goals, instruction, and
assessment and explains why
these modifications would
improve student learning for high
school diverse settings.
Provides ideas for redesigning
learning goals, instruction, and
assessment but offers no
rationale for why these changes
would improve student learning
Implications for
Professional
Development
(NASPEAAHPERD 9.1,
9.2 and 9.3; 10.1,
10.2 and 10.3).
Presents a small number of
professional learning goals that
clearly emerge from the insights
and experiences described in this
section. Describes specific steps
to meet these objectives for high
school diverse settings.
Presents professional learning
goals that are not strongly
related to the insights and
experiences described in this
section and/or provides a vague
plan for meeting the goals for
high school diverse settings.
for high school diverse
settings.
Provides no rationale for
why some activities or
assessments were more
successful than others for
high school diverse
settings.
Does not connect learning
goals, instruction, and
assessment results in the
discussion of student
learning and effective
instruction and/or the
connections are irrelevant
or inaccurate for high
school diverse
settings.
Provides no ideas or
inappropriate ideas for
redesigning learning
goals, instruction, and
assessment for high
school diverse settings.
Provides no professional
learning goals or goals
that are not related to the
insights and experiences
described in this section
for high school diverse
settings.
3. Summary of Data Findings
The TWS is completed during the student teaching experience. Two professors, including a
university supervisor, review the Work Samples and rate them by using a 3-level scale which
consists of “needs improvement,” “developing competence,” and “competent.” During the 20072008 academic year, the physical education candidate received a rating of “competent” in the
areas of contextual factors, instructional objectives, assessment plan, design for instruction,
instructional decision-maker, analysis of student learning, and reflection and self-evaluation.
Assessment 5 must provide data on the impact that candidates have on student learning. Thus,
one rating indicator of “analysis of student learning” that offers additional evidence in this area
has been highlighted. The rating indicator is “evidence of impact on student learning.” This
criterion shows 100% of the candidates had a positive impact on student learning.
27
Key Assessment # 5
Summative Assessment
Unit Work Sample Rubric
Physical Education
Section 1: TWS Standard: The teacher uses information about the learning/teaching context and
student individual differences to set learning goals, plan instruction and assess learning.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Knowledge of
Community, School
and Classroom
Factors (NASPEAAHPERD 1.1, 1.2,
1.3, 1.4, 1.5 and 1.6;
ADEPT 1, EP and RD).
Competent
3
Developing
Competence
2
Needs Improvement
1
Score
Teacher displays a
comprehensive understanding
of the characteristics of the
community, school, and
classroom that may affect
learning in the Physical
Education diverse classroom.
Teacher displays general &
specific understanding of
student differences (e.g.,
development, interests,
culture, abilities/disabilities)
that may affect learning in
the Physical Education
diverse classroom.
Teacher displays some
knowledge of the
characteristics of the
community, school, and
classroom that may affect
learning in the Physical
Education diverse classroom.
Teacher displays general
knowledge of student
differences (e.g., development,
interests, culture,
abilities/disabilities) that may
affect learning in the Physical
Education diverse classroom.
Teacher displays minimal,
stereotypical, or irrelevant
knowledge of student differences
(e.g. development, interests,
culture,
abilities/disabilities) in the
Physical Education diverse
classroom.
Knowledge of
Students’ Varied
Approaches to
Learning (NASPEAAHPERD 1.1, 1.2,
1.3, 1.4, 1.5 and 1.6;
ADEPT 1, EP and RD).
Teacher displays general &
specific understanding of the
different ways students learn
(e.g., learning styles, learning
modalities) that may affect
learning in the Physical
Education diverse classroom.
Teacher displays general
knowledge about the different
ways students learn (e.g.,
learning styles, learning
modalities) that may affect
learning in the Physical
Education diverse classroom.
Teacher displays minimal,
stereotypical, or irrelevant
knowledge about the different
ways students learn (e.g.,
learning styles, learning
modalities) in the Physical
Education diverse classroom.
Knowledge of
Students’ Skills
And Prior Learning
(NASPE-AAHPERD
1.1, 1.2, 1.3, 1.4, 1.5
and 1.6; ADEPT 1, EP
and RD).
Teacher displays general &
specific understanding of
students’ skills and prior
learning that may affect
learning in the Physical
Education diverse classroom.
Teacher displays general
knowledge of students’ skills
and prior learning that may
affect learning in the Physical
Education diverse classroom.
Teacher displays little or
irrelevant knowledge of
students’ skills and prior
learning in the Physical
Education diverse classroom.
3
Teacher provides general
implications for instruction
and assessment based on
student individual differences
and community, school, and
classroom characteristics that
may affect learning in the
Physical Education diverse
classroom.
Teacher does not provide
implications for instruction and
assessment based on student
individual differences and
community, school, and
classroom characteristics OR
provides inappropriate
implications in the Physical
Education diverse classroom.
3
Knowledge of
Characteristics of
Students (NASPEAAHPERD 1.1, 1.2,
1.3, 1.4, 1.5 and 1.6;
ADEPT 1, EP and RD).
Implications for
Instructional
Planning and
Assessment (NASPEAAHPERD 1.1, 1.2,
1.3, 1.4, 1.5 and 1.6;
ADEPT 1, EP and RD).
Teacher provides specific
implications for instruction
and assessment based on
student individual differences
and community, school, and
classroom characteristics that
may affect learning in the
Physical Education diverse
classroom.
Teacher displays minimal,
irrelevant, or biased knowledge
of the characteristics of the
community, school, and
classroom in the Physical
Education diverse classroom.
3
3
3
28
Instructional Objectives
Rubric
Physical Education
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Competent
3
Objectives reflect
several types or levels
of learning and are
significant and
AAHPERD 2.1, 2.2
challenging for high
and 2.3; 3.1 and 3.2;
school diverse settings.
ADEPT 1, EP and RD).
Significance,
Challenge and
Variety (NASPE-
Most of the goals are
clearly stated as
Clarity (NASPElearning outcomes for
AAHPERD 2.1, 2.2
high school diverse
and 2.3; 3.1 and 3.2;
ADEPT 1, EP and RD). settings.
Most objectives
appropriate for the
Appropriateness
For Students (NASPE- development; prerequisite knowledge,
AAHPERD 2.1, 2.2
and 2.3; 3.1 and 3.2;
skills, experiences; and
ADEPT 1, EP and RD). other student needs in
high school diverse
settings.
Alignment with
Most of the goals are
National, State or
explicitly aligned with
Local Standards
national, state or local
(NASPE-AAHPERD
2.1, 2.2 and 2.3; 3.1
and 3.2; ADEPT 1, EP
and RD).
standards in high
school diverse settings.
Developing
Competence
2
Objectives reflect several
types or levels of learning
but lack significance or
challenge for high school
diverse settings.
Needs Improvement
1
Score
Goals reflect only one type
or level of learning for high
school diverse settings.
3
Some of the goals are
clearly stated as learning
outcomes for high school
diverse settings.
Goals are not stated clearly
and are activities rather
than learning outcomes for
high school diverse
settings.
Some goals are appropriate
for the development; prerequisite knowledge, skills,
experiences; and other
student needs in high
school diverse settings.
Goals are not appropriate
for the development; prerequisite knowledge, skills,
experiences; or other
student needs in high
school diverse settings.
Some goals are aligned
with national, state or local
standards in high school
diverse settings.
Goals are not aligned with
national, state or local
standards in high school
diverse settings.
29
3
3
3
Assessment Plan
Rubric
Physical Education
Section 3: TWS Standard: The teacher uses multiple assessment modes and approaches aligned with
learning goals to assess student learning before, during and after instruction.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Alignment with
Learning Goals and
Instruction (NASPEAAHPERD 4.1, 4.2, 4.3,
4.4 and 4.5).
Competent
3
Each of the learning goals is
assessed through the assessment
plan; assessments are congruent
with the learning goals in content
and cognitive complexity for high
school diverse settings.
Clarity of Criteria
and Standards for
Performance (NASPEAAHPERD 4.1, 4.2, 4.3,
4.4 and 4.5).
Assessment criteria are clear and
are explicitly linked to the
learning goals for high school
diverse settings.
Multiple Modes and
Approaches
(NASPE-AAHPERD
4.1, 4.2, 4.3, 4.4 and
4.5).
The assessment plan includes
multiple assessment modes
(including performance
assessments, lab reports, research
projects, etc.) and assesses
student performance throughout
the instructional sequence for
high school diverse settings.
Technical Soundness
(NASPE-AAHPERD
4.1, 4.2, 4.3, 4.4 and
4.5).
Assessments appear to be valid;
scoring procedures are explained;
most items or prompts are clearly
written; directions and procedures
are clear to students in high
school diverse settings.
Adaptations Based on
the Individual
Needs of Students
(NASPE-AAHPERD
4.1, 4.2, 4.3, 4.4 and
4.5).
Teacher makes adaptations to
assessments that are appropriate
to meet the individual needs of
most students in high school
diverse settings.
Developing
Competence
2
Some of the learning goals
are assessed through the
assessment plan, but many
are not congruent with
learning goals in content and
cognitive complexity for high
school diverse settings.
Assessment criteria have
been developed, but they are
not clear or are not explicitly
linked to the learning goals
for high school diverse
settings.
The assessment plan includes
multiple modes but all are
either pencil paper based (i.e.
they are not performance
assessments) and/or do not
require the integration of
knowledge, skills and
reasoning ability for high
school diverse settings.
Assessments appear to have
some validity. Some scoring
procedures are explained;
some items or prompts are
clearly written; some
directions and procedures are
clear to students in high
school diverse settings.
Teacher makes adaptations to
assessments that are
appropriate to meet the
individual needs of some
students in high school
diverse settings.
Needs Improvement
1
Content and methods of
assessment lack congruence
with learning goals or lack
cognitive complexity for
high school diverse settings.
The assessments contain no
clear criteria for measuring
student performance relative
to the learning goals for
high school diverse settings.
The assessment plan
includes only one
assessment mode and does
not assess students before,
during, and after instruction
for high school diverse
settings.
Assessments are not valid;
scoring procedures are
absent or inaccurate; items
or prompts are poorly
written; directions and
procedures are confusing to
students in high school
diverse settings.
Teacher does not adapt
assessments to meet the
individual needs of students
or these assessments are
inappropriate in high school
diverse settings.
30
Score
3
3
3
3
3
Design for Instruction
Rubric
Physical Education
Section 4: TWS Standard: The teacher designs instruction for specific learning goals, student
characteristics and needs, and learning contexts.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Alignment with
Instructional Objectives
(NASPE-AAHPERD
5.1, 5.2, 5.3, and 5.4).
Accurate
Representation of
Content (NASPEAAHPERD 5.1, 5.2,
5.3, and 5.4).
Lesson and Unit
Structure (NASPEAAHPERD 5.1, 5.2,
5.3, and 5.4).
Use of a Variety of
Instruction, Activities,
Assignments and
Resources (NASPEAAHPERD 5.1, 5.2,
5.3, and 5.4).
Use of Contextual
Information and
Data to Select
Appropriate and
Relevant Activities,
Assignments and
Resources (NASPEAAHPERD 5.1, 5.2,
5.3, and 5.4).
Use of Technology
(NASPE-AAHPERD
5.1, 5.2, 5.3, and 5.4).
Competent
3
All lessons are explicitly
linked to learning goals. All
learning activities,
assignments and resources are
aligned with learning goals.
All learning goals are covered
in the design for high school
diverse settings.
Teacher’s use of content is
accurate. Focus of the content
is congruent with the big ideas
or structure of the discipline
for high school diverse
settings.
All lessons within the unit are
logically organized and are
useful in moving students
toward achieving the learning
goals for high school diverse
settings.
Developing
Competence
2
Most lessons are explicitly linked to
learning goals. Most learning
activities, assignments and resources
are aligned with learning goals. Most
learning goals are covered in the
design for high school diverse
settings.
Teacher’s use of content appears to
be mostly accurate. Shows some
awareness of the big ideas or
structure of the discipline for high
school diverse settings.
Needs Improvement
1
Few lessons are explicitly
linked to learning goals. Few
learning activities,
assignments and resources are
aligned with learning goals, Not
all learning goals are covered in
the design for high school
diverse settings.
Teacher’s use of content
appears to contain numerous
inaccuracies. Content seems to
be viewed more as isolated
skills and facts rather than as
part of a larger conceptual
structure for high school
diverse settings.
The lessons within the unit have
some logical organization and appear
to be somewhat useful in moving
students toward achieving the
learning goals for high school diverse
settings.
The lessons within the unit are
not logically organized
organization (e.g., sequenced)
for high school diverse settings.
Significant variety across
instruction, activities,
assignments, and/or resources.
This variety makes a clear
contribution to learning in
high school diverse settings.
Most instruction has been
designed with reference to
contextual factors and preassessment data. Most
activities and assignments are
productive and appropriate for
each student in high school
diverse settings.
Some variety in instruction,
activities, assignments, or resources
but with limited contribution to
learning in high school diverse
settings.
Little variety of instruction,
activities, assignments, and
resources. Heavy reliance on
textbook or single resource
(e.g., work sheets) in high
school diverse settings.
Instruction has not been
designed with reference to
contextual factors and preassessment data. Activities and
assignments do not appear
productive and appropriate for
each student in high school
diverse settings.
Teacher integrates appropriate
technology that makes a
significant contribution to
teaching and learning in high
Teacher uses technology but it does
not make a significant contribution to
teaching and learning OR teacher
provides limited rationale for not
Some instruction has been designed
with reference to contextual factors
and pre- assessment data. Some
activities and assignments appear
productive and appropriate for each
student in high school diverse
settings.
Technology is inappropriately
used OR teacher does not use
technology, and no (or
inappropriate) rationale is
31
Score
3
3
3
3
3
3
school diverse settings.
using technology in high school
diverse settings.
provided in high school diverse
settings.
Instructional Decision-Making
Rubric Physical Education
Section 5: TWS Standard: The teacher uses on-going analysis of student learning to make instructional
decisions.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Sound
Professional
Practice (NASPEAAHPERD 6.1, 6.2,
6.3, 6.4, 6.5, 6.6,
6.7, 6.8, 6.9 and
6.10).
Modifications
Based on Analysis
of
Student Learning
(NASPEAAHPERD 6.1, 6.2,
6.3, 6.4, 6.5, 6.6,
6.7, 6.8, 6.9 and
6.10).
Competent
3
Most instructional decisions
are pedagogically sound (i.e.,
they lead to student learning)
in high school diverse settings.
Appropriate modifications of
the instructional plan are made
to address individual student
needs. These modifications are
informed by the analysis of
student learning/performance,
best practice, or contextual
factors. Include explanation of
why the modifications would
improve student progress in
high school diverse settings.
Developing
Competence
2
Instructional decisions
are mostly appropriate,
but some decisions are
not pedagogically sound
in high school diverse
settings.
Some modifications of
the instructional plan are
made to address
individual student needs,
but these are not based
on the analysis of student
learning, best practice, or
contextual factors in high
school diverse settings.
Needs
Improvement
1
Many instructional
decisions are
inappropriate and
not pedagogically
sound in high
school diverse
settings.
Teacher treats class
as “one plan fits
all” with no
modifications in
high school diverse
settings.
32
Score
3
3
Congruence
Between
Modifications and
Instructional
Objectives
Modifications in instruction
are congruent with
Instructional Objectives in
high school diverse settings.
(NASPEAAHPERD 6.1, 6.2,
6.3, 6.4, 6.5, 6.6,
6.7, 6.8, 6.9 and
6.10).
Modifications in
instruction are somewhat
congruent with learning
goals in high school
diverse settings.
Modifications in
instruction lack
congruence with
learning goals in
high school diverse
settings.
3
Analysis of Student Learning
Rubric Physical Education
Section 6: TWS Standard: The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement.
Rating
Indicator
Clarity and
Accuracy of
Presentation
(NASPEAAHPERD 7.1,
7.2, 7.3 and 7.4;
8.1, 8.2 and 8.3).
Competent
3
Presentation is easy to
understand and contains
no errors of representation
for high school diverse
settings.
Alignment
with Learning
Goals (NASPE-
Analysis is fully aligned
with learning goals and
provides a comprehensive
AAHPERD 7.1, profile of student learning
7.2, 7.3 and 7.4;
for the whole class,
8.1, 8.2 and 8.3).
subgroups, and at least
two individuals for high
school diverse settings.
Interpretation is
meaningful, and
appropriate conclusions
(NASPEAAHPERD 7.1, are drawn from the data
7.2, 7.3 and 7.4; for high school diverse
8.1, 8.2 and 8.3). settings.
Interpretation
of Data
Developing
Competence
2
Presentation is understandable
and contains few errors for
high school diverse settings.
Analysis of student learning is
partially aligned with learning
goals and/or fails to provide a
comprehensive profile of
student learning relative to the
goals for the whole class,
subgroups, and two individuals
for high school diverse
settings.
Interpretation is technically
accurate, but conclusions are
missing or not fully supported
by data for high school diverse
settings.
Needs
Improvement
1
Score
Presentation is not
clear and accurate; it
does not accurately
reflect the data for
high school diverse
settings.
Analysis of student
learning is not
aligned with
learning goals for
high school diverse
settings.
Interpretation is
inaccurate, and
conclusions are
missing or
unsupported by data
for high school
diverse settings.
33
3
3
3
Analysis of student
learning includes evidence
of the impact on student
learning in terms of
number of students who
(NASPEachieved and made
AAHPERD 7.1,
progress toward each
7.2, 7.3 and 7.4;
instructional objectives for
8.1, 8.2 and 8.3).
high school diverse
settings.
Evidence of
Impact on
Student
Learning
Analysis of student learning
includes incomplete evidence
of the impact on student
learning in terms of numbers
of students who achieved and
made progress toward learning
goals for high school diverse
settings.
Analysis of student
learning fails to
include evidence of
impact on student
learning in terms of
numbers of students 3
who achieved and
made progress
toward learning
goals for high school
diverse settings.
Value Added
Reflection and Self-Evaluation
Rubric
Section 7: TWS Standard: The teacher analyzes the relationship between his or her instruction
and student learning in order to improve teaching practice.
Rating
Indicator
Interpretation of
Student Learning
(NASPEAAHPERD 9.1,
9.2 and 9.3; 10.1,
10.2 and 10.3).
Insights
Effective
Instruction and
Assessment
(NASPEAAHPERD 9.1,
9.2 and 9.3; 10.1,
10.2 and 10.3).
Competent
3
Uses evidence to support
conclusions drawn in “Analysis of
Student Learning” section.
Explores multiple hypotheses for
why some students did not meet
instructional objectives for high
school diverse settings.
Identifies successful and
unsuccessful activities and
assessments and provides
plausible reasons (based on theory
or research) for their success or
lack thereof for high school
diverse settings.
Developing
Competence
2
Needs Improvement
1
Provides evidence but no (or
simplistic, superficial) reasons
or hypotheses to support
conclusions drawn in “Analysis
of Student Learning” section
No evidence or reasons
provided to support
conclusions drawn in
“Analysis of Student
Learning” section for
for high school diverse
settings.
high school diverse
settings.
Identifies successful and
unsuccessful activities or
assessments and superficially
explores reasons for their
success or lack thereof (no use
of theory or research) for high
school diverse settings.
Provides no rationale for
why some activities or
assessments were more
successful than others for
high school diverse
settings.
34
Score
3
3
Alignment Among
Goals, Instruction
and Assessment
(NASPEAAHPERD 9.1,
9.2 and 9.3; 10.1,
10.2 and 10.3).
Logically connects instructional
objectives instruction, and
assessment results in the
discussion of student learning and
effective instruction for high
school diverse settings.
Connects learning goals,
instruction, and assessment
results in the discussion of
student learning and effective
instruction, but
misunderstandings or
conceptual gaps are present for
high school diverse settings.
Implications for
Future Teaching
(NASPEAAHPERD 9.1,
9.2 and 9.3; 10.1,
10.2 and 10.3).
Provides ideas for redesigning
learning goals, instruction, and
assessment and explains why
these modifications would
improve student learning for high
school diverse settings.
Provides ideas for redesigning
learning goals, instruction, and
assessment but offers no
rationale for why these changes
would improve student learning
Implications for
Professional
Development
(NASPEAAHPERD 9.1,
9.2 and 9.3; 10.1,
10.2 and 10.3).
Presents a small number of
professional learning goals that
clearly emerge from the insights
and experiences described in this
section. Describes specific steps
to meet these objectives for high
school diverse settings.
Presents professional learning
goals that are not strongly
related to the insights and
experiences described in this
section and/or provides a vague
plan for meeting the goals for
high school diverse settings.
for high school diverse
settings.
Does not connect learning
goals, instruction, and
assessment results in the
discussion of student
learning and effective
instruction and/or the
connections are irrelevant
or inaccurate for high
school diverse settings.
Provides no ideas or
inappropriate ideas for
redesigning learning
goals, instruction, and
assessment for high
3
3
school diverse settings.
Provides no professional
learning goals or goals
that are not related to the
insights and experiences
described in this section
for high school diverse
settings.
4. Interpretation of how Data Provides Evidence that the NASPE-AAHPERD Standards
were met
According to the data, the candidate consistently met the established criteria in the TWS. Thus,
we believe the candidate have the ability to assess students, plan instruction based on assessment
results, evaluate students following instruction, and present the data in a comprehensible manner.
Additionally, based on the data, the NASPE-AAHPERD Standards were met.
35
3
ASSESSMENT #6 – PORTFOLIO
1. Description of Assessment
A portfolio is a compilation of works, records, and accomplishments that teacher candidates
prepare for a specific purpose to demonstrate their learning, performances, and contribution.
The Physical Education Teacher Candidate completed a portfolio for the Fall 2007 Semester.
The portfolio contained the following artifacts: Purpose, Philosophy Statement, Professional
Growth Testimony, Resume, Degree Audit, Praxis Scores, Program of Study, INTASC
Principles, ADEPT Standards, Physical Education Standards, ADEPT Performance dimension 1
– 10 documentations.
2. Alignment with NASPE-AAHPERD Standards (See rubric below)
DEPARTMENT OF EDUCATION
SOUTH CAROLINA STATE UNIVERSITY
NASPE-AAHPERD PORTFOLIO EVALUATION
Undergraduate - (Stage III – ED 430) Candidate
Candidate_______________________________ School __________________________
Professor of ED 430___________________ Field Supervisor______________________
Semester _______________________________ Date ____________________________
Evaluation Criteria
Competent
3
Developing
Competence
2
Needs
Improvement
1
Most of the
categories/artifacts are not
included in the table of
contents. The purpose,
philosophy and personal
data are quite sketchy.
Most artifacts are not
related to the Outcomes.
Table of Contents, Purpose,
Philosophy, and Personal Data
(including a resume, test scores,
and curriculum ledger) (EP)
The candidate has clearly
included a table of contents
and purpose as well as his/her
philosophy and personal data.
Selection of Artifacts that
Address the Outcomes
Established by the Department of
Education (DOE) -- Effective
Performer (EP), Reflective
Decision Maker (RM) and
Humanistic Practitioner (HP)
Selection of Artifacts that
Address the NASPE-AAHPERD,
INTASC, EEDA and ADEPT
Standards (EP)
A Rationale Attached to Artifacts
that Relates to the NASPEAAHPERD, INTASC, EEDA or
ADEPT Standards (EP)
Knowledge of Subject Matter
(EP)
NASPE-AAHPERD 1.1, 1.2, 1.3,
1.4, 1.5 & 1.6; INTASC 1, 2, 5 &
All artifacts are clearly
related to the Outcomes
established by the DOE.
Most of the
categories/artifacts are
included in the table of
contents. The purpose,
philosophy and personal data
are somewhat sketchy.
Most artifacts are related to
the Outcomes established by
the DOE.
All artifacts are clearly
related to the NASPEAAHPERD, INTASC, and
ADEPT Standards.
Presents a strong rationale for
artifacts that clearly relates to
a national or state standard.
Most artifacts are related to
the NASPE-AAHPERD,
INTASC, and ADEPT
Standards.
Presents a rationale for some
artifacts that partially relates
to national or state standards.
Most artifacts are not
related to state and
national standards.
The artifacts clearly
demonstrate that the
candidate has an
understanding of the subject
The candidate has some
understanding of the subject
matter.
The candidate’s
knowledge of subject
matter is beginning to
develop.
Score
A rationale is not included
for most of the artifacts.
36
6; EEDA; APS 6
Long- and Short-range Planning
Related to the South Carolina
Curriculum Standards (EP)
NASPE-AAHPERD 5.1, 5.2, 5.3,
& 5.4; INTASC 7; EEDA; APSs
1&2
Lesson Plans (EP)
NASPE-AAHPERD 5.1, 5.2, 5.3,
& 5.4; INTASC 7; EEDA; APS 2
Unit Work Sample (EP)
NASPE-AAHPERD 5.1, 5.2, 5.3,
& 5.4; INTASC 8; EEDA; APS 3
Assessment Strategies
(EP) NASPE-AAHPERD 4.1,
4.2, 4.3, 4.4 and 4.5; INTASC 8;
EEDA; APS 3
Use of Technology (EP)
NASPE-AAHPERD 5.1, 5.2, 5.3,
and 5.4; INTASC 6; EEDA; APS
9
Use of Content and Prior
Knowledge, Experiences, and
Feedback (RM) (HP)
NASPE-AAHPERD 1.1, 1.2, 1.3,
1.4, 1.5 & 1.6; INTASC 3, 4, 5, 6
& 7; APSs 7 & 8
Awareness of Culture, Interests,
and Abilities of Children (RM)
(HP)
NASPE-AAHPERD; INTASC 7
& 10; APSs 1, 2, 4 & 8
Awareness of Different Learning
Styles (RM) (HP)
NASPE-AAHPERD 7.1, 7.2, 7.3
and 7.4; 8.1, 8.2 and 8.3;
INTASC 2, 3 & 7; EEDA; APS 1
&3
Developmental Learning for
Students (EP)
NASPE-AAHPERD 7.1, 7.2, 7.3
and 7.4; 8.1, 8.2 and 8.3;
INTASC 2; EEDA; APSs 1, 2 &
5
Involving Families in Children’s
Development and Learning (RM)
(HP)
NASPE-AAHPERD; INTASC 3,
7 & 10; EEDA; APSs 1 & 10
Reflections (RM)
NASPE-AAHPERD 9.1, 9.2 and
9.3; 10.1, 10.2 and 10.3; INTASC
9; EEDA; APS 10
matter.
Long- and short-range
planning is clearly related to
the SC Curriculum Standards.
Most long- and short-range
planning is related to the SC
Curriculum Standards.
Most planning is not
related to the SC
Curriculum Standards.
The candidate designed a
variety of well-organized
activities that clearly support
the objective(s) of each
lesson.
The candidate designed a
Unit Work Sample that
includes all seven teaching
processes.
The candidate uses a variety
of appropriate assessment
strategies to monitor student
progress.
Artifacts show sufficient
integration of technology in
lessons.
Most of the activities follow
an organized sequence, but
do not always support the
objective(s).
Most of the activities do
not follow an organized
sequence or support the
objective(s).
Some of the teaching
processes were not included
and/or the quality is poor.
Many of the teaching
processes were not
included and/or the quality
is poor.
Most of the lessons do not
include strategies to assess
student progress.
Artifacts show the use of
technology in most lessons.
Artifacts show some use
of technology.
The activities clearly reflect a
strong relationship between
new content and children’s
prior knowledge, experiences
and feedback.
Most of the activities show
that children’s prior
knowledge, experiences and
feedback were considered.
Most of the activities do
not reflect the use of
children’s prior
knowledge, experiences
and feedback.
The lessons and activities
clearly reflect the candidate’s
awareness of children’s
cultural heritage, interests,
and abilities.
The artifacts clearly reflect
planning and assessing with
consideration for different
learning styles.
Most of the lessons and
activities reflect the
candidate’s understanding of
different cultures, interests,
and abilities.
Most of the artifacts reflect
the consideration of different
learning styles.
Most of the lessons and
activities do not reflect an
understanding of different
cultures, interests, and
abilities.
Most of the artifacts do
not reflect an
understanding of different
learning styles.
All artifacts designed for or
completed by pre-k – 12th
grade students during PreSTEP and student teaching
experiences are appropriate
and reflect a sound
understanding of
developmental characteristics
of elementary students.
The artifacts clearly reflect
the candidate’s understanding
of the importance of
involving families in
children’s development and
learning.
All reflections illustrate the
ability to effectively critique
work and identify areas for
improvement.
Most of the artifacts for pre-k
– 12th grade students are
developmentally appropriate.
Most of the artifacts for
pre-k – 12th grade students
are developmentally
inappropriate.
There is some evidence of the
importance of involving
families.
There is little or no
evidence of the
importance of involving
families.
Most of the reflections
illustrate the ability to
effectively critique work and
identify areas for
Most reflections do not
illustrate the ability to
effectively critique work
or identify areas for
Most of the lessons include
some type of assessment.
37
Professional Growth and
Development (RM)
NASPE-AAHPERD 9.1, 9.2 and
9.3; 10.1, 10.2 and 10.3; INTASC
9; EEDA; APS 10
Well Organized (EP);
NASPE-AAHPERD 9.1, 9.2 and
9.3; 10.1, 10.2 and 10.3; INTASC
10; EEDA; APS 10
Work Samples from
Pre-k - 12th Grade Students (EP)
(RM) (HP); NASPE-AAHPERD
5.1, 5.2, 5.3, & 5.4; INTASC 3, 4,
5, 6 & 7; EEDA; APSs 5 & 6
improvement.
improvement.
The artifacts clearly reflect
the candidate’s understanding
of the importance of
engaging in continual
learning and improvement.
Everything is easily found.
There is some evidence of the
importance of engaging in
continual learning.
There is little or no
evidence of engaging in
continual learning.
Some organization, but
artifacts are not easily found.
Poorly organized
A variety of artifacts are
included.
More than one type of
artifact
Only one type of artifact
Total ________
Evaluation Scale:
Competent: 40-48
Developing Competence: 31-39
Needs Improvement: 0-30
3. Summary of Data Findings
During the student teaching process, a cooperating teacher and university supervisor rate each
candidate’s portfolio. A three-level rating criteria is used which consist of “needs
improvement,” “developing competence,” and “competent.” Ratings of “developing
competence” and “competent” are necessary for successful performance. The evaluation criteria
are aligned with the NASPE-AAHPERD Standards. According to the 2007-2008 data, the
Physical Education candidate received a rating of “competent.”
DEPARTMENT OF EDUCATION
SOUTH CAROLINA STATE UNIVERSITY
NASPE-AAHPERD PORTFOLIO EVALUATION
Undergraduate - (Stage III – ED 430) Candidate
Candidate
School Orangeburg-Wilkinson
Professor of ED 430 Dr. Clemmie Hill Field Supervisor Dr. Clemmie Hill
Semester Fall 2007 Date April 22, 2008
Evaluation Criteria
Competent
3
Table of Contents, Purpose,
Philosophy, and Personal Data
(including a resume, test scores,
and curriculum ledger) (EP)
The candidate has clearly
included a table of contents
and purpose as well as his/her
philosophy and personal data.
Selection of Artifacts that
Address the Outcomes
Established by the Department of
All artifacts are clearly
related to the Outcomes
established by the DOE.
Developing
Competence
2
Needs
Improvement
1
Most of the
categories/artifacts are
included in the table of
contents. The purpose,
philosophy and personal data
are somewhat sketchy.
Most artifacts are related to
the Outcomes established by
the DOE.
Most of the
categories/artifacts are not
included in the table of
contents. The purpose,
philosophy and personal
data are quite sketchy.
Most artifacts are not
related to the Outcomes.
Score
3
3
38
Education (DOE) -- Effective
Performer (EP), Reflective
Decision Maker (RM) and
Humanistic Practitioner (HP)
Selection of Artifacts that
Address the NASPE-AAHPERD,
INTASC, EEDA and ADEPT
Standards (EP)
A Rationale Attached to Artifacts
that Relates to the NASPEAAHPERD, INTASC, EEDA or
ADEPT Standards (EP)
Knowledge of Subject Matter
(EP)
NASPE-AAHPERD 1.1, 1.2, 1.3,
1.4, 1.5 & 1.6; INTASC 1, 2, 5 &
6; EEDA; APS 6
Long- and Short-range Planning
Related to the South Carolina
Curriculum Standards (EP)
NASPE-AAHPERD 5.1, 5.2, 5.3,
& 5.4; INTASC 7; EEDA; APSs
1&2
Lesson Plans (EP)
NASPE-AAHPERD 5.1, 5.2, 5.3,
& 5.4; INTASC 7; EEDA; APS 2
Unit Work Sample (EP)
NASPE-AAHPERD 5.1, 5.2, 5.3,
& 5.4; INTASC 8; EEDA; APS 3
Assessment Strategies
(EP) NASPE-AAHPERD 4.1,
4.2, 4.3, 4.4 and 4.5; INTASC 8;
EEDA; APS 3
Use of Technology (EP)
NASPE-AAHPERD 5.1, 5.2, 5.3,
and 5.4; INTASC 6; EEDA; APS
9
Use of Content and Prior
Knowledge, Experiences, and
Feedback (RM) (HP)
NASPE-AAHPERD 1.1, 1.2, 1.3,
1.4, 1.5 & 1.6; INTASC 3, 4, 5, 6
& 7; APSs 7 & 8
Awareness of Culture, Interests,
and Abilities of Children (RM)
(HP)
NASPE-AAHPERD; INTASC 7
& 10; APSs 1, 2, 4 & 8
Awareness of Different Learning
Styles (RM) (HP)
NASPE-AAHPERD 7.1, 7.2, 7.3
and 7.4; 8.1, 8.2 and 8.3;
INTASC 2, 3 & 7; EEDA; APS 1
&3
All artifacts are clearly
related to the NASPEAAHPERD, INTASC, and
ADEPT Standards.
Presents a strong rationale for
artifacts that clearly relates to
a national or state standard.
Most artifacts are related to
the NASPE-AAHPERD,
INTASC, and ADEPT
Standards.
Presents a rationale for some
artifacts that partially relates
to national or state standards.
Most artifacts are not
related to state and
national standards.
The artifacts clearly
demonstrate that the
candidate has an
understanding of the subject
matter.
Long- and short-range
planning is clearly related to
the SC Curriculum Standards.
The candidate has some
understanding of the subject
matter.
The candidate’s
knowledge of subject
matter is beginning to
develop.
3
Most long- and short-range
planning is related to the SC
Curriculum Standards.
Most planning is not
related to the SC
Curriculum Standards.
3
The candidate designed a
variety of well-organized
activities that clearly support
the objective(s) of each
lesson.
The candidate designed a
Unit Work Sample that
includes all seven teaching
processes.
The candidate uses a variety
of appropriate assessment
strategies to monitor student
progress.
Artifacts show sufficient
integration of technology in
lessons.
Most of the activities follow
an organized sequence, but
do not always support the
objective(s).
Most of the activities do
not follow an organized
sequence or support the
objective(s).
Some of the teaching
processes were not included
and/or the quality is poor.
Many of the teaching
processes were not
included and/or the quality
is poor.
Most of the lessons do not
include strategies to assess
student progress.
Artifacts show the use of
technology in most lessons.
Artifacts show some use
of technology.
The activities clearly reflect a
strong relationship between
new content and children’s
prior knowledge, experiences
and feedback.
Most of the activities show
that children’s prior
knowledge, experiences and
feedback were considered.
Most of the activities do
not reflect the use of
children’s prior
knowledge, experiences
and feedback.
The lessons and activities
clearly reflect the candidate’s
awareness of children’s
cultural heritage, interests,
and abilities.
The artifacts clearly reflect
planning and assessing with
consideration for different
learning styles.
Most of the lessons and
activities reflect the
candidate’s understanding of
different cultures, interests,
and abilities.
Most of the artifacts reflect
the consideration of different
learning styles.
Most of the lessons and
activities do not reflect an
understanding of different
cultures, interests, and
abilities.
Most of the artifacts do
not reflect an
understanding of different
learning styles.
Most of the lessons include
some type of assessment.
A rationale is not included
for most of the artifacts.
2
3
3
3
2
3
3
2
3
39
Developmental Learning for
Students (EP)
NASPE-AAHPERD 7.1, 7.2, 7.3
and 7.4; 8.1, 8.2 and 8.3;
INTASC 2; EEDA; APSs 1, 2 &
5
Involving Families in Children’s
Development and Learning (RM)
(HP)
NASPE-AAHPERD; INTASC 3,
7 & 10; EEDA; APSs 1 & 10
Reflections (RM)
NASPE-AAHPERD 9.1, 9.2 and
9.3; 10.1, 10.2 and 10.3; INTASC
9; EEDA; APS 10
Professional Growth and
Development (RM)
NASPE-AAHPERD 9.1, 9.2 and
9.3; 10.1, 10.2 and 10.3; INTASC
9; EEDA; APS 10
Well Organized (EP);
NASPE-AAHPERD 9.1, 9.2 and
9.3; 10.1, 10.2 and 10.3; INTASC
10; EEDA; APS 10
Work Samples from
Pre-k - 12th Grade Students (EP)
(RM) (HP); NASPE-AAHPERD
5.1, 5.2, 5.3, & 5.4; INTASC 3, 4,
5, 6 & 7; EEDA; APSs 5 & 6
All artifacts designed for or
completed by pre-k – 12th
grade students during PreSTEP and student teaching
experiences are appropriate
and reflect a sound
understanding of
developmental characteristics
of elementary students.
The artifacts clearly reflect
the candidate’s understanding
of the importance of
involving families in
children’s development and
learning.
All reflections illustrate the
ability to effectively critique
work and identify areas for
improvement.
The artifacts clearly reflect
the candidate’s understanding
of the importance of
engaging in continual
learning and improvement.
Everything is easily found.
A variety of artifacts are
included.
Most of the artifacts for pre-k
– 12th grade students are
developmentally appropriate.
Most of the artifacts for
pre-k – 12th grade students
are developmentally
inappropriate.
There is some evidence of the
importance of involving
families.
There is little or no
evidence of the
importance of involving
families.
Most of the reflections
illustrate the ability to
effectively critique work and
identify areas for
improvement.
There is some evidence of the
importance of engaging in
continual learning.
Most reflections do not
illustrate the ability to
effectively critique work
or identify areas for
improvement.
There is little or no
evidence of engaging in
continual learning.
Some organization, but
artifacts are not easily found.
Poorly organized
More than one type of
artifact
Only one type of artifact
3
2
3
3
3
3
Total 53
Evaluation Scale:
Competent: 45-53
Developing Competence: 37-44
Needs Improvement: 0-36
Dr. Clemmie Hill
Mrs. Laverne Harris
--------------------
University Supervisor
Cooperating Teacher
Student Teacher
4. Interpretation of how Data Provides Evidence that the NASPE-AAHPERD Standards
were met
During the period highlighted by the data, the candidate received a rating of “competent.”
Based on the alignment of the evaluation criteria for the portfolio with the NASPE-AAHPERD
Standards, all of the standards were met.
40
ASSESSMENT #7 – DISPOSITION SURVEY
1. Description of Assessment
The placement of a candidate into a student teaching experience challenges the candidate to
integrate classroom theory with practical application in a professional setting. It is expected that
all candidates enrolled in student teaching display behavior that is consistent with the honesty,
integrity, professional and ethical guidelines of the teaching profession. The Dispositional survey
Instrument monitors a candidate’s teacher dispositions and is linked to the Department of
Teacher Education Physical Education Program outcomes and NASPE-AAHPERD Standards (1,
2, 3, 4, 5, 6, 7, 8 and 9). The specific items listed to NASPE-AAHPERD Standards appear on the
Disposition Survey. A goal of the instrument is to create a discussion about and guidance on
appropriate teacher dispositions for the pre-clinical and clinical teacher candidates. The
candidate, supervising practitioner and the college supervisor complete the form together and the
completed form should be included in the teacher candidate’s portfolio.
2. Alignment with NASPE-AAHPERD Standards (See rubric on the following page)
The Dispositional Survey developed monitors a candidate’s teacher dispositions and is linked to
the NASPE-AAHPERD Standards (1, 2, 3, 4, 5, 6, 7, 8 and 9) as well as program outcomes. A
goal of the instrument is to create discussion about and guidance on appropriate teacher
dispositions for the student teacher. The instrument also provides for the evaluation of NASPEAAHPERD Standards (1, 2, 3, 4, 5, 6, 7, 8 and 9).
41
42
SOUTH CAROLINA STATE UNIVERSITY
PHYSICAL EDUCATION CANDIDATE DISPOSITION SURVEY ASSESSMENT 7
Evaluated by: Candidate _______________________ Self _________________
School _______________________
Evaluated by: Advisor: ______________________________________
Evaluated by: Principal _______________________
Evaluated by: Cooperating Teacher ______________ Evaluated by: University Supervisor _______ Semester _____ Date ____
NASPE-AAHPERD
STANDARDS
DISPOSITION
DEVELOPING
COMEPETENCE
(1)
NASPE-AAHPERD
1
1. Committed to presenting
accurate content to students.
Presents content that contains few
errors and addresses some content
standards.
NASPE-AAHPERD
2, 3
2. Appreciates and plans for
Pre K- 12 grade level
students that reflect diverse
learning styles and varying
abilities.
3. Realizes the importance of
and practices effective
communication.
Presents lessons that consider several,
but not all styles of learning,
cognition, and exceptionalities.
4. Assumes the responsibility
to stay abreast of current
research and best practices
(including technology) in
order to make a difference in
entire lives of Pre K- 12
grade level students.
5. Exhibits a professional
demeanor including
appearance, punctuality, and
effective problem solving
skills.
Decisions made demonstrate little
research and best practices.
Technology is used occasionally.
NASPE-AAHPERD 8
NASPE-AAHPERD
7, 8
NASPE-AAHPERD
8
Makes some errors in writing and
speaking. Occasionally corrects
students’ grammar.
Exhibits well groomed appearance,
but is not always professionally
dressed. Occasionally late in arriving
and submitting assignments. Is
sometimes unable to handle problems
professionally.
NEEDS IMPROVEMENT
(2)
COMPETENCE
(3)
Makes numerous errors in
content. Presents inaccurate
material that is not knowledge
or standards based.
Presents lessons that address
one learning style.
Exceptionalities are not
considered.
Lessons are knowledge based
and address all standards for Pre
K- 12 grade levels. Subject
matter content is accurate.
Presents lessons that consider
the learning styles and abilities
of all Pre K- 12 grade level
students.
Makes numerous grammatical
errors in writing and speaking.
Does not correct students
grammatical errors.
No effort made to used best
practice, research or technology
in making decisions about Pre
K- 12 grade level students’
learning.
Uses and requires students to
use correct grammar in writing
and speaking.
Is unprofessional in appearance
and grooming. Arrives and
presents assignments late and/or
incomplete. Does not
demonstrate the ability to solve
problems.
Exhibits well groomed
professional appearance. Is
prompt in arrival arid presents
assignments, reports, etc. in a
timely fashion. Demonstrates
effective problem solving skills.
Decisions made ale based on
research, best practices and
effective use of technology and
other materials.
43
NASPE-AAHPERD
5, 8
6. Places importance on using
reflection and feedback in
making decisions about Pre
K- 12 grade level student
learning.
Uses Pre K- 12 grade level student
data to plan instruction, but does not
consider the effectiveness of
instruction.
Does not consider student data,
interests, or abilities in planning
instruction. Does not analyze
effectiveness of instruction.
NASPE-AAHPERD 8
7. Values (use of selfevaluation and reflection in
professional
growth.
Progress noted in self-evaluation and
professional growth.
Does not engage in selfevaluation to determine (effect
his/her actions have on others.
Shows no progress in
professional growth.
NASPE-AAHPERD
3
8. Appreciates diverse
cultures and customs of Pre
K- 12 grade level students.
Sometimes considers backgrounds
and interests of the Pre K- 12 grade
level student in lessons.
NASPE-AAHPERD 3,
8
9. Committed to fostering
positive interactions among
Pre K- 12 grade level
students and families from
diverse cultures.
10. Holds belief that foster
ethical practice.
Shows some concern about fostering
positive interactions among Pre K- 12
grade level students and families
from diverse cultures.
Materials presented do not
consider the Pre K- 12 grade
level students’ backgrounds and
interests. Shows no interest in
customs cultures of other
people.
Indifferent toward fostering
positive interactions among Pre
K- 12 grade level students and
families from diverse cultures.
Occasionally makes decisions, which
go against the acceptable sense of
right and wrong and a professional
code of ethics.
Displays difficulty in
determining right and wrong.
Has no knowledge of a
professional code of ethics.
NASPE-AAHPERD
8
Uses Pre K- 12 grade level
students’ data, interests, and
abilities to make decision about
content and delivery of
instruction. Analyzes the
effectiveness of instruction.
Demonstrates continuous
analysis of self evaluation and
examination of the effect of
actions on others, which results
in improvements of decision
making skills and growth as a
professional.
Always incorporates the Pre K12 grade level students
backgrounds and interests to
enhance lessons. Models respect
and accepts students’ customs
and cultures.
Fosters a courteous and
cooperative relationship among
Pre K- 12 grade level students
and families from diverse
cultures.
Makes decisions based on an
acceptable sense right and
wrong. Abides by a professional
code of ethics.
Needs Improvement _____________________
Developing Competence _________________
Competence ___________________________
3. Summary of Data Findings
Data reported in Assessment Attachment (7A) indicated that the teacher candidate demonstrate desirable dispositional qualities. For
linked to NASPE-AAHPERD Standards 100% of the candidate evidenced all of the outcomes linked to the standards. These data can
be generalized that the physical education candidates demonstrate positives dispositional outcomes.
44
SOUTH CAROLINA STATE UNIVERSITY
PHYSICAL EDUCATION CANDIDATE DISPOSITION SURVEY
Evaluated by: Candidate Nygel Pearson Self Nygel Pearson School Orangeburg-Wilkinson
Evaluated by: Advisor: Dr. Clemmie Hill Evaluated by: Principal Dr. Gloria D. Winkler Semester Spring 2008 Date 4/25/08
Evaluated by: Cooperating Teacher Mrs. Laverne Harris Evaluated by: University Supervisor Dr. Clemmie Hill
NASPEAAHPERD
STANDARDS
DISPOSITION
NASPE-AAHPERD
1
1. Committed to presenting
accurate content to students.
Presents content that contains few
errors and addresses some content
standards.
NASPE-AAHPERD
2, 3
2. Appreciates and plans for
Pre K- 12 grade level
students that reflect diverse
learning styles and varying
abilities.
3. Realizes the importance of
and practices effective
communication.
Presents lessons that consider
several, but not all styles of learning,
cognition, and exceptionalities.
4. Assumes the responsibility
to stay abreast of current
research and best practices
(including technology) in
order to make a difference in
entire lives of Pre K- 12
grade level students.
5. Exhibits a professional
demeanor including
appearance, punctuality, and
effective problem solving
skills.
Decisions made demonstrate little
research and best practices.
Technology is used occasionally.
NASPE-AAHPERD 8
NASPE-AAHPERD
7, 8
NASPE-AAHPERD
8
DEVELOPING
COMEPETENCE
(1)
Makes some errors in writing and
speaking. Occasionally corrects
students’ grammar.
Exhibits well groomed appearance,
but is not always professionally
dressed. Occasionally late in arriving
and submitting assignments. Is
sometimes unable to handle
problems professionally.
NEEDS IMPROVEMENT
(2)
COMPETENCE
(3)
Makes numerous errors in
content. Presents inaccurate
material that is not knowledge
or standards based.
Presents lessons that address
one learning style.
Exceptionalities are not
considered.
Lessons are knowledge based
and address all standards for Pre
K- 12 grade levels. Subject
matter content is accurate.
Presents lessons that consider
the learning styles and abilities
of all Pre K- 12 grade level
students.
x
Makes numerous grammatical
errors in writing and speaking.
Does not correct students
grammatical errors.
No effort made to used best
practice, research or technology
in making decisions about Pre
K- 12 grade level students’
learning.
Uses and requires students to
use correct grammar in writing
and speaking.
X
Decisions made ale based on
research, best practices and
effective use of technology and
other materials.
X
Is unprofessional in appearance
and grooming. Arrives and
presents assignments late
and/or incomplete. Does not
demonstrate the ability to solve
problems.
Exhibits well groomed
professional appearance. Is
prompt in arrival arid presents
assignments, reports, etc. in a
timely fashion. Demonstrates
effective problem solving skills.
X
45
x
NASPE-AAHPERD
5, 8
6. Places importance on
using reflection and feedback
in making decisions about
Pre K- 12 grade level student
learning.
Uses Pre K- 12 grade level student
data to plan instruction, but does not
consider the effectiveness of
instruction.
Does not consider student data,
interests, or abilities in
planning instruction. Does not
analyze effectiveness of
instruction.
NASPE-AAHPERD 8
7. Values (use of selfevaluation and reflection in
professional
growth.
Progress noted in self-evaluation and
professional growth.
Does not engage in selfevaluation to determine (effect
his/her actions have on others.
Shows no progress in
professional growth.
NASPE-AAHPERD
3
8. Appreciates diverse
cultures and customs of Pre
K- 12 grade level students.
Sometimes considers backgrounds
and interests of the Pre K- 12 grade
level student in lessons.
NASPE-AAHPERD 3,
8
9. Committed to fostering
positive interactions among
Pre K- 12 grade level
students and families from
diverse cultures.
10. Holds belief that foster
ethical practice.
Shows some concern about fostering
positive interactions among Pre K12 grade level students and families
from diverse cultures.
Materials presented do not
consider the Pre K- 12 grade
level students’ backgrounds
and interests. Shows no interest
in customs cultures of other
people.
Indifferent toward fostering
positive interactions among Pre
K- 12 grade level students and
families from diverse cultures.
Occasionally makes decisions, which
go against the acceptable sense of
right and wrong and a professional
code of ethics.
Displays difficulty in
determining right and wrong.
Has no knowledge of a
professional code of ethics.
NASPE-AAHPERD
8
Uses Pre K- 12 grade level
students’ data, interests, and
abilities to make decision about
content and delivery of
instruction. Analyzes the
effectiveness of instruction.
Demonstrates continuous
analysis of self evaluation and
examination of the effect of
actions on others, which results
in improvements of decision
making skills and growth as a
professional.
Always incorporates the Pre K12 grade level students
backgrounds and interests to
enhance lessons. Models respect
and accepts students’ customs
and cultures.
Fosters a courteous and
cooperative relationship among
Pre K- 12 grade level students
and families from diverse
cultures.
Makes decisions based on an
acceptable sense right and
wrong. Abides by a professional
code of ethics.
Needs Improvement 0
Developing Competence 0
Competence _Yes
Directions: Please check each item which describes the candidate’s level of performance.
This survey is administered three times to the teacher education candidate and lire candidate uses this survey for self-evaluation
1. Self-Evaluation in Introduction ED: 199
2. Upon admittance to teacher Education Program
Signature Nygel Pearson
3. Upon completion of Student Teaching
Date 4/25/08
46
x
X
X
X
X
4. Interpretation of how Data Provides Evidence that the NASPE-AAHPERD Standards were met
The Dispositional survey Instrument monitors a candidate’s teacher dispositions linked to the SCSU’s program outcomes and
NASPE-AAHPERD STANDARDS 1,2, 3, 4, 5, 6, 7, 8, and 9. The specific items listed to NASPE-AAHPERD standards are
attachments. Data reported in Assessment Attachment (7A) indicated that the 1 initial teacher education candidate demonstrated
desirable dispositional qualities. For the 10 items linked to NASPE-AAHPERD. The data can be generalized to report that the Physical
Education candidate demonstrate positive dispositional outcomes.
47
SOUTH CAROLINA STATE UNIVERSITY
(Program Area: Physical/Health Education)
Key Assessment # 8: FOLLOW-UP SURVEY (Alumni)
1. Description of Assessment
A survey of recent graduates of the College of Humanities, Education and Social Sciences was
conducted in the summer of 2007. The program completes this survey every three years. The
survey was mailed to candidates who had graduated within three past 5 years. The return rate for
the survey was moderate at 40%. The Physical Education Program collects data on program
completers. The alumni survey is used for this purpose. The survey consists of 20 items that
focus on how well the Physical Education Program prepares graduates to implement successful
teaching. A 5-level Likert scale is used and contains the following ratings: poorly, moderately,
adequately, very well, and exceptionally
2. Alignment with NASPE-AAHPERD Standards
Please rate how well the Physical Education Program prepared you to perform the following
activities. Use the scale below:
Poorly= 1
Moderately= 2
Unit Outcomes (Effective
Performer --EP, Reflective
Decision Maker –RDM &
Humanistic Practitioner,
HP); NASPE-AAHPERD,
INTASC and ADEPT
Standards
EP; NASPE-AAHPERD;
INTASC 2, 4; APSs 1, 2, &
5
EP; NASPE-AAHPERD;
INTASC 8; APS 3
EP; NASPE-AAHPERD;
INTASC 7, APS 6
EP; NASPE-AAHPERD;
INTASC 1; APSs 1, 2, 5 & 6
Adequately= 3
Very Well= 4
Exceptionally= 5
The Physical Education Program prepared me to:
1.
Relate students’ development to planning and organizing
educational activities.
1
2
3
4
5
2.
1
2
3
4
5
1
2
3
4
5
4.
Use diagnostic test, observation, and student records to assess
student learning needs.
Identify causes of school or classroom misbehavior and employ
techniques for correction.
Use effective oral and written communication skills.
1
2
3
4
5
EP; NASPE-AAHPERD;
INTASC 1; APSs 1, 2, 5 & 6
5.
Exhibit knowledge of the subject matter.
1
2
3
4
5
EP; NASPE-AAHPERD;
INTASC 7; APSs 1 & 2
EP &HP; NASPEAAHPERD; INTASC 5, 6, 7
6.
Demonstrate flexibility in adjusting plans to deal with unplanned
events in the classroom.
Hold high but reasonable expectation for students.
1
2
3
4
5
1
2
3
4
5
3.
7.
48
& 10; APS 4
EP; NASPE-AAHPERD;
INTASC 5; APS 9
EP; NASPE-AAHPERD;
INTASC 4; APS 5
HP; NASPE-AAHPERD,
INTASC 3, 7 & 10; APSs 8
& 10
HP; NASPE-AAHPERD;
INTASC 3, 7 & 10; APS 6
EP & HP; NASPEAAHPERD; INTASC 3, 7 &
10; APS 6
EP; NASPE-AAHPERD;
INTASC 1; APS 1
HP; NASPE-AAHPERD;
INTASC 3; APS 1
HP; NASPE-AAHPERD;
INTASC 5 & 10; APSs8 &
10
EP; NASPE-AAHPERD;
INTASC 10; APS 10
EP; NASPE-AAHPERD;
INTASC 4; APS 5
EP; NASPE-AAHPERD;
INTASC 9; APS 10
EP; NASPE-AAHPERD;
INTASC 9; APS 10
RDM; NASPE-AAHPERD;
INTASC 9; APS 10
8.
Manage the school, classroom, and maximize instructional time.
1
2
3
4
5
9.
Use critical thinking and problem solving skills.
1
2
3
4
5
10. Express ideas in a logical and clear manner.
1
2
3
4
5
11. Value the commonalities and differences of students.
1
2
3
4
5
12. Provide content that promotes respect and acceptance of all
cultures.
1
2
3
4
5
13. Stimulate students’ interests and value their ideas.
1
2
3
4
5
14. Work effectively with exceptional and diverse students.
1
2
3
4
5
15. Develop and maintain good relations with parents of students.
1
2
3
4
5
16. Develop and maintain good relations with the school and district
staff.
17. Use technology in the delivery of instruction.
1
2
3
4
5
1
2
3
4
5
18. Participate as an active member of professional organizations.
1
2
3
4
5
19. Keep abreast of best practices.
1
2
3
4
5
20. Make decisions based on reflection and best practice.
1
2
3
4
5
3. Summary of Data Findings
Data reported in Assessment Attachment indicated that the alumni in Physical Education
demonstrated desirable qualities. For the 20 items linked to NASPE-AAHPERD Standards 100%
of the alumni evidenced all of the follow-up outcomes linked to NASPE-AAHPERD Standards.
The data can be generalized to report that the Physical Education alumni demonstrate competent
knowledge, skills and dispositions in K-12 classes.
SOUTH CAROLINA STATE UNIVERSITY COLLEGE OF EDUCATION
HUMANITIES AND SOCIAL SCIENCES
FOLLOW-UP SURVEY ASSESSMENT #8
49
N=37
A. Please circle the appropriate response:
Gender
Female
Male
33(89%)
4(11%)
AfricanCaucasian
Hispanic
Native
Other
American
American
35(95%)
2(5%)
Year Complete Bachelor’s Degree
2007
2006
2005
2004
4(11%)
12(32%)
16(43%)
5(14%)
Are You Employed?
Yes
No
37 (100%)
B. How well did the Counselor Education Program prepare you to perform the
following activities?
Exceptional
Very Good
Adequately
Moderately
Poorly
5
4
3
2
1
1. Relate students’ development to planning and organizing educational activities.
33(89%)
4(11%)
0
0
0
2. Use diagnostic test, observation, and student records to assess student learning.
30(81%)
7(19%)
0
0
0
3. Identify causes of school or classroom misbehavior and employ techniques for
correction.
25(68%)
12(32%)
0
0
0
4. Use effective oral and written communication skills.
29(78%)
8(22%)
0
0
0
5. Exhibit knowledge of the subject matter.
33(89%)
3(8%)
0
0
0
6. Demonstrate flexibility in adjusting plans to deal with unplanned events in the
classroom.
30(81%)
7(19%)
0
0
0
7. Hold high but reasonable expectation for students.
34(92%)
3(8%)
0
0
0
8. Manage the school, classroom, and maximize instructional time.
24(65%)
13(35%)
0
0
0
9. Use critical thinking and problem solving skills.
31(84%)
6(16%)
0
0
0
10. Express ideas in a logical and clear manner.
32(86%)
5(14%)
0
0
0
11. Value the commonalities and differences of students.
34(92%)
3(8%)
0
0
0
12. Provide content that promotes respect and acceptance of all cultures.
34(92%)
3(8%)
0
0
0
50
13. Stimulate students’ interests and value their ideas.
32(86%)
5(14%)
0
0
14. Work effectively with exceptional and diverse students.
29(78%)
8(22%)
0
0
15. Develop and maintain good relations with parents of students.
32(86%)
4(11%)
0
0
16. Develop and maintain good relations with the school and district staff.
29(78%)
8(22%)
0
0
17. Use Physicalin the delivery of instruction.
26(70%)
10(27%)
0
0
18. Participate as an active member of professional organizations.
32(86%)
5(14%)
0
0
19. Keep abreast of best practices.
36(97%)
1(2%)
0
0
20. Make decisions based on reflection and best practice.
36(97%)
1(2%)
0
0
0
0
0
0
0
0
0
0
**Note: % of error is + 1%.
Open ended responses:
“ I enjoyed and was given all the tools necessary in becoming competent in my area of study.
Best wishes to the Department.”
“After one year reflecting on the past year to improve the next year, I truly can say that SCSU
prepared me to be an effective teacher and a humanistic practitioner in my area of
concentration.”
“My overall experience at SCSU was great. I learned many things that will help me to become an
effective teacher.”
“I am a second year teacher and I am thankful for the opportunities that were given to me as a
collegian. The Education Dept. did a great job in preparing my fellow teachers and myself for the
future as teachers.”
“I believe SCSU fully prepared me for my career in education; however I think that more
classroom experience with students and teachers would truly benefit the candidates. (Prior to the
student teaching experience) candidates should be encouraged to begin taking the required
assessment within their freshman year. Again I am pleased with the training I received and
encourage future educators to attend SCSU and gain future employment with Calhoun county
public schools.”
4. How data provides evidences for “meeting standards”
51
Alumni survey data is reported for those graduates who are currently employed. The 20 survey
items are related to the NASPE /AAHPERD Standards (1-9). 100% of the alumni were reported
to demonstrate the qualities of the outcomes. For example, the alumni take responsibility for
learning the content (NASPE /AAHPERD 1-9), believe all children are capable of learning
(NASPE /AAHPERD 1-9), establish an environment of respect (NASPE /AAHPERD 1-9),
demonstrate concern for diversity (NASPE /AAHPERD 1-9), use diverse teaching strategies
(NASPE /AAHPERD 1-9), listen and promote discourse (NASPE /AAHPERD 1-9), encourage
participation in governance (NASPE /AAHPERD 1-9), relate lessons to personal interest
(NASPE /AAHPERD 1-9), use technology (NASPE /AAHPERD 1-9), incorporate community
resources (NCSS 1.1-1.10), understand the value of assessment (NASPE /AAHPERD 1-9),
understand the expectations of professional behavior and the ethics of teaching (NASPE
/AAHPERD 1-9), solicit input and feedback (NASPE /AAHPERD 1-9), is enthusiastic about
content (NASPE /AAHPERD 1-9), evidence a commitment to scholarship (NASPE /AAHPERD
1-9), initiate positive contact with parents and other agencies (NASPE /AAHPERD 1-9), and
respond to requests for parents and community agencies to ensure the well-being of students
(NASPE /AAHPERD 1-9). This alignment indicates compelling evidence that all standards are
met. In one of the open ended responses, the responded said, “Again I am pleased with the
training I received and encourage future educators to attend SCSU and gain future employment
with Calhoun county public schools.”
52