Assessment of Student Learning - Minnesota State University Moorhead

Physical Education (Teaching)
Assessment Report 1999

Assessment Results:
1. Assessment of Learning

This test, administered during PE 474, assesses the students' understanding of the information needed in each of the four outcome categories.

The Physical Education Assessment Plan encompasses two areas which include assessing student's retention of knowledge of curricular content by a 102 point multiple choice assessment tool and a survey instrument given to student teachers during or after completing the student teaching requirement Twenty-six students in PE 474 Tests and Measurements and PE 452 Adapted Physical Education courses were given the assessment test. The assessment test attempted to measure student outcomes related to their preparation for teaching K-12 physical education.

Results:
There were 26 students who completed the 102 point assessment test. The following results list the number of students who scored in each percentage categories. The mean score was 53 percent.
                     60-65%                 3
                     56-60%                 6
                     51-55%                 7
                     46-50%                 7
                     41-45%                 2
                     35-40%                 1

Overall, it appears that most students are scoring above 50% on the written test.

Summary:
It would appear that the 102 point assessment test needs to be revised based on curricular changes made in the department. Although first aid/CPR and athletic injury questions were a portion of the multiple choice assessment tool, there were no student outcomes or goals set for content knowledge in these areas. In addition, some of the questions on the assessment test were devised by faculty no longer teaching these courses in the HPE Department. It was also suggested that the content of the test reflect the appropriate proportion of the credit hours in physical education. Since the activity portion of the major represents approximately one fifth of the major, thus cognitive assessment questions need to be in proportion to the major requirements. Moreover, there were six outcomes that were not assessed by the written test (e.g. A-1, A-3, B-8, C-2, C-3, and D-5).

2. Physical Education Student Teacher Evaluation

This form is completed by the cooperating teacher following the ten week student tracking experience and provides insight regarding the student's basic on the job performance as well as feedback to the student as to how perspective employers view their abilities.

Results:
Two cooperating teachers completed the Student Teacher Evaluation. The results are shown below:

Key:

A	B	C
Demonstrated Attempted	Not Demonstrated	No Opportunity Demonstrate

Performance Goals - the student teacher demonstrates:

Student
1__ _2

A___A 1. Knowledge and skills in the description and execution of fundamental locomotor and non-locomotor skills.

A___A 2. Knowledge and skills of traditional individual, dual, and team sports and games.

A___C 3. Knowledge of contemporary, noncompetitive activities suitable for participation throughout life.

C___C 4. Knowledge and skills of basic rhythmic activities and selected dance forms.

A___A 5. Knowledge and skills of fitness as an activity or series of activities.

A___C 6. Knowledge of human physiology and the physiological effects of exercise.

A___C 7. Knowledge of human anatomy and human movement from an anatomical perspective.

A___C 8. Knowledge of human movement from a mechanical perspective.

A___A 9. Knowledge of human movement from a motor development and motor learning perspective.

A___A 10. Knowledge of typical and atypical social, cognitive, and affective development of children and adolescents.

A___C 11. Knowledge of physical education and sport from a historical perspective.

A___A 12. Knowledge of the sociological aspects of physical activity relevant to physical education in the schools.

A___C 13. Knowledge of the psychological aspects of physical activities relevant to physical education in schools.

B___C 14. Knowledge of various philosophies of physical education, including philosophies of well-known physical
educators, and their implications and consequences for the individual and society.

A___A 15. Knowledge of the goals and value of physical education to individuals and society.

B___A     16. Knowledge of one's own philosophy of teaching physical education and its implications for curriculum and
                        instruction in physical education.
A___A     17. Knowledge and understanding of the social and psychological dynamics experienced by the physical education
                       teacher which affect the quality of the teaching experience.
A___B     18. Knowledge and understanding of considerations in adapting physical education experiences to meet the needs of
                       students with special needs.
A___A     19. Knowledge and understanding of the considerations in designing physical education activities to accomplish
                       desired outcomes.
A___C     20. Knowledge and skills required for planning and preparing for goal oriented instruction.

A___A 21. Knowledge and skills in managing the physical education classroom environment to maximize the achievement of
educational objectives.

A___A 22. Knowledge and skill in analyzing fundamental and sport skill performance, providing meaningful feedback to the
learner, and modify the learning experience to bring about corrective motor performance.

A___A 23. Knowledge and ability to formatively and summatively assess the fitness, skill, cognitive and affective learning of
physical education students.

A___A 24. Knowledge and skill in evaluating one's own teaching performance and to make adjustments to enhance
subsequent instruction.

Comments/Recommendations:

Student
1       2
21   14 = A
2     1   = B
1     9   = C

Summary:
The survey would seem to indicate that our students demonstrate some degree of proficiency on most of the assessment items. However, the form used does not allow the evaluator to indicate variations in degree of competence. The form has subsequently been changed to permit more differentiation. Additionally, this evaluation tool would appear to suggest that the experiences afforded our students during their student teaching vary greatly among schools.