PROGRAM DATA REPORT
PHYSICAL EDUCATION B.S.
THE UNIVERSITY OF WEST GEORGIA
SUMMER AND FALL 2013; SPRING 2014
PREPARED BY
STEPHANIE SIEGEL, ASSESSMENT PROGRAM SPECIALIST
1
Program Admissions/Production Information
Admission Trends*
40
31
31
29
26
30
17
20
10
Number Admitted
Mean Entry GPA
2.93
2.85
2.99
2.97
2.84
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
0
*Advisor Google Doc & PAAR
Progression to Graduation*
Any discrepancy between admission numbers for 2013-2014 on this table and the above graph are due to readmits, immediate major changes, or other such
situations.
Active Majors Admitted
Active Majors Admitted Active Majors Admitted
3+ Years Ago (2010Active Majors Admitted Active Majors Admitted 2013-2014
for Fall 2014 (as of
Current Active Majors
2011 or prior)
2 Years Ago (2011-2012) 1 Year Ago (2012-2013)
8.6.14)
2013-2014
0
0
0
18
7
25
*Banner Report ED2505
Completers*
2011-2012
2012-2013
18
21
* Banner Report ED2465
2013-2014
29
2
Race-Active Majors (N=25)*
20
17
15
10
7
Undergraduate
5
1
0
Multiracial
Others
0
Black
White
* Banner Report ED2505
Gender-Active Majors (N=25)*
20
17
15
8
10
5
0
Female
Male
*Banner Report 2505
Credit Hour Production (N=2043)*
90
941
Summer 2013
1012
Fall 2013
Spring 2014
* Banner Report ED2270
3
Average SAT Scores-Undergraduate Active Majors (N=12)*
Test
Score
SAT-Verbal
478
SAT-Mathematics
474
Composite
952
* Banner Report ED2505
Percentile Ranks
44
36
40
Average ACT Scores-Undergraduate Active Majors (N-10)*
Test
Score
ACT- Verbal
18
ACT- Mathematics
20
Composite
19
* Banner Report ED2505
Percentile Ranks
39
51
42
4
Assessment Results
Learning Outcomes Report*
Teacher Work Sample Rubric assessed in PHED 4689
*This isn’t specifically listed on the assessment template for this course. The assignment is listed but isn’t connected to any course number.
 Outcome 1: Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of
physically educated individuals
Contextual Factors Rubric--TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set
learning goals, plan instruction and assess learning.
Rubric Criteria
Knowledge of Community, School System, and School Factors
Knowledge of Classroom Characteristics
Knowledge of Students’ Individual Differences
Knowledge of Students’ Prior Learning
Implications for Instructional Planning and Assessment
2011-2012 (N=18)
3.17
3.12
3.22
3.18
3.22
2012-2013 (N=20)
3.26
3.25
3.25
3.25
3.25
2013-2014 (N=27)
3.07
3.07
3.11
3
3.11
2012-2013 (N=20)
3.25
3.25
3.25
3.25
3.25
2013-2014 (N=27)
3.11
3.07
3.04
3.07
3.11
Learning Goals Rubric-- TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rubric Criteria
Significance, Challenge and Variety
Clarity
Appropriateness For Students
Alignment with Sunshine State Standards
Measurable Primary Learning Outcomes Match Learning Goals
2011-2012 (N=18)
3.38
3.39
3.35
3.25
3.39
Assessment Plan Rubric--TWS Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning
before, during and after instruction.
Rubric Criteria
Alignment with Learning Goals and Instruction
2011-2012 (N=18) 2012-2013 (N=20) 2013-2014 (N=27)
3.44
3.2
3.04
5
Clarity of Criteria and Standards for Performance
3.33
3.2
3.04
Multiple Modes and Approaches
3.22
3.16
3.04
Technical Soundness
3.22
3.2
3
Adaptations Based on the Individual Needs of Students
3.41
3.2
3.04
Copies of Assessments, Prompts, Student Directions, and Criteria
3.28
3.2
3.07
Design for Instruction Rubric--TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning
contexts.
Rubric Criteria
Alignment with Learning Goals and Outcomes
Accurate Representation of Content
Lesson and Unit Structure
Use of a Variety of Instruction, Activities, Assignments and Resources
Use of Contextual Information and Pre-Assessment Data
Use of Technology
2011-2012 (N=18)
3.53
3.5
3.33
3.38
3.18
3.33
2012-2013 (N=20)
3.21
3.2
3.2
3.2
3.2
3.2
2013-2014 (N=27)
3
3
3
3.04
3
3.04
Instructional Decision-Making Rubric--TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions
Rubric Criteria
Sound Professional Practice
Modifications Based on Analysis of Student Learning
Congruence between Modifications and Learning Goals
2011-2012 (N=18)
3.61
3.44
3.33
2012-2013 (N=20)
3.2
3.2
3.2
2013-2014 (N=27)
3.04
3
3
Analysis of Student Learning Rubric--TWS Standard: The teacher uses assessment data to profile student learning and communicate information about
student progress and achievement.
Rubric Criteria
Modifications Based on Formative Assessment of Student Learning
Clarity and Accuracy of Graphs
Alignment with Learning Goals
Interpretation of Data
Evidence of Impact on Student Learning
2011-2012 (N=18)
3.33
3.33
3.33
3.28
3.44
2012-2013 (N=20)
3.2
3.2
3.2
3.21
3.2
2013-2014 (N=27)
2.96
2.96
2.96
3
3
Reflection and Self-Evaluation Rubric--TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to
improve teaching practice.
6
Rubric Criteria
Implications for Future Teaching
2011-2012 (N=18) 2012-2013 (N=20) 2013-2014 (N=27)
3.83
3.3
3.15
Lesson Plan Rubric assessed in PHED 3670 & 3675
*This isn’t specifically listed on the assessment template.
 Outcome 1: Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of
physically educated individuals
 Outcome 2: Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate
competent movement performance and health enhancing fitness as delineated in the NASPE K-12 Standards
 Outcome 3: Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and
national standards to address the diverse needs of all students
 Outcome 4: Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement
and learning
 Outcome 5: Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions
 Outcome 6: Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals
Rubric Criteria
2011-2012 (N=40) 2012-2013 (N=37)
Student and Teacher Objectives/Assessment (NASPE 3.2, 5.3) Assessment (NASPE 5.1, 5.2)
3.03
2.92
People/Time/Space/Equipment NASPE 3.4)
3.31
3.32
Technology (Where/when applicable) (NASPE 3.7)
1.47
2.51
Levels of ability considered (NASPE 3.6)
3.59
3.19
Progression of Tasks: (NASPE 3.6) Demonstrations & Learning focus cues (NASPE 4.2)
3.15
3.43
Lesson Plan Evaluation (Modified IK) assessed in PHED 3671
*The Intern Keys instrument is listed for 3502, 3675, and 3710. Nothing is listed for 3671 on the assessment template.
 Outcome 1: Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of
physically educated individuals
 Outcome 2: Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate
competent movement performance and health enhancing fitness as delineated in the NASPE K-12 Standards
 Outcome 3: Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and
national standards to address the diverse needs of all students
 Outcome 4: Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement
and learning
 Outcome 5: Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions
 Outcome 6: Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals
7
Performance Standard 1: Professional
Rubric Criteria
1.1 Addresses appropriate curriculum standards and integrates key content elements
1.2 Facilitates students’ use of higher-level thinking skills in instruction.
2012-2013 (N=24)
3.12
2.46
1.3 Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world
experiences and applications.
1.4 Demonstrates accurate, deep, and current knowledge of subject matter.
1.5 Exhibits pedagogical skills relevant to the subject area(s) taught and best practice based on current research.
2.71
2.62
2.52
1.6 Bases instruction on goals that reflect high expectations for all students and a clear understanding of the curriculum.
1.7 Displays an understanding of the intellectual, social, emotional, and physical development of the age group.
2.38
2.46
Performance Standard 2: Instructional Planning
2.2 Plans instruction effectively for content mastery, pacing, and transitions.
2.3 Plans for differentiated instruction.
2012-2013 (N=24)
2.67
2.29
2.4 Aligns and connects lesson objectives to state and local school district curricula and standards, and student learning needs.
Total/Percentage
3.08
Performance Standard 4: Differentiated Instruction
2012-2013 (N=24)
4.3 Uses flexible grouping strategies to encourage appropriate peer interaction and to accommodate learning needs/goals.
2.42
Performance Standards 5 and 6: Assessment Strategies and Uses
6.5 Provides constructive and frequent feedback to students on their progress toward their learning goals.
2012-2013 (N=24)
2.58
Performance Standard 7: Positive Learning Environment
2012-2013 (N=24)
7.2 Establishes clear expectations for classroom rules, routines, and procedures and enforces them consistently and
appropriately.
7.8 Arranges the classroom materials and resources to facilitate group and individual activities.
2.54
2.5
Performance Standard 8: Academically Challenging Environment
8.1 Maximizes instructional time.
2012-2013 (N=24)
2.5
8
8.3 Encourages productivity by providing students with appropriately challenging and relevant material and assignments.
8.4 Provides transitions that minimize loss of instructional time.
8.5 Provides academic rigor, encourages critical and creative thinking, and pushes students to achieve goals.
2.29
2.62
2.29
Performance Standard 9: Professionalism
2012-2013 (N=24)
9.1 Carries out duties in accordance with federal and state laws, Code of Ethics, and established state and local school board
policies, regulations, and practices.
9.2 Maintains professional demeanor and behavior.
9.3 Respects and maintains confidentiality.
3
2.91
3
9.4 Evaluates and identifies areas of personal strengths and weaknesses related to professional skills and their impact on
student learning and sets goals for improvement.
2.33
Performance Standard 10: Communication
2012-2013 (N=24)
10.1 Uses verbal and non-verbal communication techniques to foster positive interactions and promote learning in the
classroom and school environment.
2.62
10.2 Uses precise language, correct vocabulary, and grammar, and appropriate forms of oral and written communication.
2.71
10.3 Explains directions, concepts, and lesson content to students in a logical, sequential, and age-appropriate manner.
* Tk20 Report West Georgia COE Standards Report
2.58
Fitness Gram Scoring Rubric assessed as an observation in PHED 3501 and PHED 4605
 Outcome 1: Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of
physically educated individuals
 Outcome 2: Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate
competent movement performance and health enhancing fitness as delineated in the NASPE K-12 Standards
 Outcome 3: Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and
national standards to address the diverse needs of all students
 Outcome 4: Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement
and learning
 Outcome 6: Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals
2011-2012
2012-2013 (N=47)
2013-2014
Pacer
No Data Collected
2.62
No Data Collected
9
Curl-Up
Push-Up
Sit & Reach
BMI
2.85
2.4
3.89
1.79
Dispositions- Interns Only (No scores for pre-interns)
% Per Category
Cooperating Teacher scores 2013-2014 (N=28):
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00
57.14
64.29
32.14
3.57
69.57
57.14
50.00
46.43
50.00
39.29
42.86
46.43
42.86
35.71
7.14
75.00
71.43
28.57
25.00
0.00
0.00
% Developing
39.29
30.43
% Proficient
% Exemplary
3.57
0.00
57.14
10.71
10
0.00
10.71
3.57
% Per Category
University supervisor scores 2013-2014 (N=29):
100.00
90.00
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00
93.10
75.86
93.10
89.66
79.31
75.86
75.86
65.52
79.31
62.07
% Developing
20.69
20.69
20.69
6.90
3.45
3.45
0.00
24.14
10.34
3.45
0.00
% Proficient
34.48
27.59
3.45
6.90
0.00
3.45
% Exemplary
10.34
10.34
0.00
Impact on Student Learning
Results on the Impact on Student Learning instrument for interns only, 2013-2014. Only faculty completed this rubric. (N=24)
Rubric Criteria
Planning
Instructional Methods
Differentiation
Assessment
Total/Percentage
% Unacceptable (1)
0%
0%
0%
0%
0%
% Developing (2)
0%
0%
0%
0%
0%
% Proficient (3)
70.83%
73.91%
73.91%
62.5%
70.21%
11
% Exemplary (4)
29.17%
26.09%
26.09%
37.5%
29.79%
Intern Keys Results, 2013-2014 Only
There were no results for this Intern Keys instrument prior to spring 2014 (see Lrng. Outcome Rpt. for Modified IK means for 2012-2013). Only faculty members
completed the instrument, so no comparison can be made between faculty and cooperating teachers.
Pre-Internship, spring 2014 (N=15)
The below chart illustrates the percentages of students who scored either Unacceptable (1), Developing (2), or Proficient (3) on the Intern Keys rubric. No
students received exemplary scores on this instrument, and most scored in the Developing (2) range.
120
80
% Unacceptable
60
% Developing
40
% Proficient
20
0
1.1
1.3
1.5
1.7
2.2
2.4
2.6
3.2
3.4
3.6
3.8
4.2
4.4
4.6
5.2
5.4
5.6
6.1
6.3
6.5
6.7
7.2
7.4
7.6
7.8
8.2
8.4
8.6
9.1
9.3
9.5
9.7
9.9
10.2
10.4
10.6
10.8
10.10
% Per Category
100
12
Internship, spring 2014 (N=29)
The below chart shows the percentages of students in each category. Less than 5% of students received a score of Unacceptable (1), and only in 3 criteria of the
instrument, so that category is not represented here. The majority of students scored either Developing (2) or Proficient (3).
120
100
80
% Developing
60
% Proficient
40
% Exemplary
20
1.1
1.3
1.5
1.7
2.2
2.4
2.6
3.2
3.4
3.6
3.8
4.2
4.4
4.6
5.2
5.4
5.6
6.1
6.3
6.5
6.7
7.2
7.4
7.6
7.8
8.2
8.4
8.6
9.1
9.3
9.5
9.7
9.9
10.2
10.4
10.6
10.8
10.10
0
13
GACE Content Test Results
GACE Pass Rates
Test
Number Tested
Health & Physical Education-I
23
Health & Physical Education-II
23
 ETS Data Manager: Test Level Pass Rates
Number Passed
23
23
Percent Passed
100%
100%
What are the performance goals on GACE for your candidates? While fairly
consistent with Georgia overall, only one score at or above 70% correct on test I and
subareas 1, 2, and 3 on test II suggests the need for close examination of the
curriculum in a few targeted areas.
Physical Education Test I Results
Average Percent Correct-UWG
Average Percent Correct-Statewide
61.96
62.53
64.43
64.89
58.94
59.64
66.71
68.79
68.48
70.55
65.22
67.93
66.88
70.83
68.32
65.89
14
Subarea and Objective
SUBAREA I. MENTAL AND EMOTIONAL
HEALTH/PROFESSIONAL ISSUES
1. Understands The Issues Related To Mental
And Emotional Health
2. Understands The Professional Issues Related
To Health Education
SUBAREA II. PERSONAL HEALTH AND
WELLNESS, SEXUAL HEALTH, AND NUTRITION
1. Understands The Principles Of Personal
Health And Wellness
2. Understands The Issues Related To Sexual
Health
3. Understands The Principles Of Nutrition
SUBAREA III. SAFETY AND INJURY
PREVENTION, AND ALCOHOL, TOBACCO, AND
Average Percent Correct-UWG
Average Percent Correct-Statewide
65.94
63.22
70.11
* ETS Data Manager: Test Level Summary Statistics - Expanded
67.89
Subarea and Objective
OTHER DRUGS
1. Understands The Issues Related To Safety
And Injury Prevention
2. Understands The Issues Related To The Use
Of Alcohol, Tobacco, And Other Drugs
Physical Education Test II Results
Average Percent Correct-Statewide
Average Percent Correct-UWG
62.21
63.32
66.57
68.48
57.85
58.15
66.18
65.12
64.49
64.49
67.25
68.94
64.49
68.84
66.28
64.13
71.61
73.55
75.21
76.71
67.94
70.19
84.05
71.10
86.34
73.29
15
Subarea and Objective
SUBAREA I. BASIC SCIENCES OF PHYSICAL
EDUCATION
1. Understands How The Applied Sciences Are
Related To Physical Education
2. Understands The Principles Of Anatomy And
Physiology As Related To Physical Education
SUBAREA II. MOTOR LEARNING AND MOTOR
DEVELOPMENT
1. Understands The Principles Of Motor Learning
2. Understands The Principles Of Motor
Development
SUBAREA III. SPORTS, ACTIVITIES, AND FITNESS
1. Understands The Principles Of Individual, Dual,
Team, And Lifetime Sports Or Activities
2. Understands Fitness As It Relates To Training,
Fitness Plans, Sports, And Activities
SUBAREA IV. INSTRUCTIONAL PRINCIPLES AND
PROFESSIONALISM IN PHYSICAL EDUCATION
1. Understands Management And Motivation As It
Relates To Physical Education
2. Understands Communication And Collaboration
As Related To Physical Education
3. Understands The Principles Involved In Physical
Average Percent Correct-Statewide
77.74
* ETS Data Manager: Test Level Summary Statistics - Expanded
Average Percent Correct-UWG
77.02
16
Subarea and Objective
Education Planning And Instruction
4. Understands The Principles Of Student
Assessment, Adapted Physical Education, And
Professionalism