Cover Page 1. Student Learning Outcomes 2. Program-by ...are already doing. See how it aligns with the curriculum map. Below is an example of an assessment methods-by-outcomes matrix

Physical Education Teacher Education

Assessment Plan – 1

Assessment Plan

The assessment plan begins with a list of desired program-level student learning outcomes, a program-by-

baccalaureate learning outcomes matrix, and a curriculum map. This is followed by a description of the

assessment methods that will be used to determine how students are meeting each student learning outcome.

Target performance levels are set for each assessment method, along with a timeline indicating when each

assessment will be carried out and who is responsible for carrying it out. The assessment plan is forward

thinking.

The general format for the assessment plan is:

Cover Page 1. Student Learning Outcomes 2. Program-by-Baccalaureate Learning Outcomes Matrix 3. Curriculum Map 4. Assessment Methods

Assessment Methods-by-Outcomes Matrix Explanation of Assessment Methods Table

The cover page for the assessment plan is on the next page.



College of Education

Department of Kinesiology and Physical Education


B. S. Ed.

October 2014

Jim Ressler, Assistant Professor of Physical Education

K. Andrew R. Richards, Visiting Assistant Professor of Physical Education



1. Student Learning Outcomes

List the degree program student learning outcomes in the space provided below. See the UAP Academic

Program Assessment Plan and Status Report Checklist-Rubric for a list of characteristics often seen in well-crafted

student learning outcomes. It is not expected that all characteristics are present, but that essential ones are

there, such as:

all outcomes are student learning focused;

all outcomes are observable and measurable;

a sufficient number of outcomes to add depth/breadth (>3), but so many as to become

cumbersome/intrusive (<12), 6-8 is manageable; and

outcomes differentiate the program from similar programs.

The goal is to continually improve student learning outcomes over time. Aim for higher order and more

valued outcomes. Take the next step.

Insert degree program student learning outcomes here.

1. Content Knowledge: Candidates will understand physical education content and disciplinary

concepts related to the development of a physically educated person

2. Growth and Development: candidates will understand how individuals learn and develop and can

provide opportunities that support their physical, cognitive, social and emotional development

3. Planning and Instruction: candidates are able to plan and implement a variety of developmentally

appropriate instructional strategies to develop physically educated individuals, based on state and

national standards.

4. Assessment: candidates will understand and use assessment to foster physical, cognitive, social and

emotional development of students in physical activity.

5. Reflection: candidates are reflective practitioners who evaluate the effects of their actions on others,

and seek opportunities to grow professionally.

6. Technology: candidates use information technology to enhance learning and to enhance personal

and professional productivity.



2. Program-by-Baccalaureate Learning Outcomes Matrix

This second section of the assessment plan is optional but highly encouraged. It is an alignment of your degree program student learning outcomes

with the university baccalaureate learning outcomes. This applies only to undergraduate degree programs.

List each of your program student learning outcomes in the first column of the matrix below. Then identify the degree to which each program student

learning outcome supports students meeting each of the eight baccalaureate learning outcomes (see http://www.niu.edu/bacreview/ for additional

information on the baccalaureate outcomes). Gauge whether each program outcome strongly supports (S), moderately supports (M), or doesn’t support

(leave blank) each baccalaureate learning outcome. You may find that several of your program student learning outcomes moderately support a

baccalaureate learning outcome, and that overall, the program strongly supports the baccalaureate learning outcome. With that in mind, determine the

overall support your program provides for each baccalaureate learning outcome. Place an S or an M in the Overall row, or leave it blank if there is no

support. A template follows.

Program Student Learning Outcome

Baccalaureate Learning Outcomes

A. Global inter-connections and inter-dependencies

B. Intercultural competencies

C. Analyze human life and natural world inter-connections

D. Critical, creative, and independent thought

E. Communicate clearly and effectively

F. Collaborate with others

G. Quantitative and qualitative reasoning

H. Apply knowledge/ skills creatively

Content knowledge M M S

Growth and development S S S

Planning and instruction M S M M M

Student assessment M S M S S

Reflection M M M M M

Technology M M

Overall M M S M S M S S

A required curriculum map begins on the next page.

http://www.niu.edu/bacreview/



3. Curriculum Map

The third section of the assessment plan is a curriculum map (and is required). A curriculum map outlines the scope and sequence of courses students

will take and aligns them with the degree program student learning outcomes. The curriculum map is an effective tool for not only sequencing the

curriculum and instruction, but also identifying strategic places to formatively and summatively assess student learning outcomes.

Required courses are listed along the vertical axis of a matrix in chronological order. Degree program student learning outcomes are listed on the

horizontal axis. For each course determine: (1) which outcomes are the primary focus of the course, and (2) the degree to which the course supports the

outcome (i.e., at a beginning (B), developing (D), or proficient (P) level). Place a B, D, or P in the corresponding cell. This will map out the degree to

which each course supports the development of each program student learning outcome. The Four-Year Degree Path supported by the Office of

Student Academic Success may be helpful (http://www.niu.edu/osas/DegreePaths/). Look for strengths and gaps in the curriculum. Ideally all

outcomes should be supported with coursework through the proficient level. Below is an example of a curriculum map you can modify or model. Note

that each course should address at least one outcome, but does NOT have to support all learning outcomes.

Course

Student Learning Outcome

Content Knowledge Growth &

Development Planning & Instruction

Assessment Reflection Technology

KNPE 200 B B B

KNPE 225 B D B B

KNPE 226 B D B B

KNDN 220 B D B

KNPE 340 P B

KNDN 351 D D B

KNPE 209/227 D B

KNPE 343/344 D D D D B

KNPE 355 D D D B

KNPE 313/314 D D

KNPE 310 D D

http://www.niu.edu/osas/DegreePaths/



Course


Content Knowledge Growth &

Development Planning & Instruction


KNPE 348 D D D

KNPE 446 D P P

KNPE 490/492 D D D D D

KNPE 451/452 P D

KNPE 367/368 P P D D

KNPE 364 P P D

KNPE 422 P D D

KNPE 421 P D D

KNPE 449 D D

KNPE 466 P D D D P

KNPE 467/468 P P P D

KNPE 365/366 P D D

KNPE 483/484/485 P P P P P D



4. Assessment Methods

This final section of the assessment plan describes the assessment methods your degree program is using to measure how well students are meeting

program student learning outcomes. See the UAP Academic Program Assessment Plan and Status Report Checklist-Rubric for a description of characteristics

seen in well-functioning assessment methods. You will want to make sure the first seven criteria are addressed.

Assessment Methods-by-Outcomes Matrix

The assessment methods section begins with an assessment methods-by-outcomes matrix mapping which assessments will measure a given student

learning outcome. Use your curriculum map as a starting place. Outcomes are listed in the first row, and each assessment method is listed in the first

column. It is useful if assessments are listed in chronological order, from the first students will see, to the last. For each assessment method determine:

(1) which outcome(s) it primarily measures, (2) if it is being used for formative (F) or summative (S) purposes, and (3) whether it is an indirect (I) or

direct (D) measure of the student learning outcome. Place an F or S and an I or D in the corresponding cell. This will map out where your degree

program is planning to formatively, summatively, directly and indirectly assess each outcome. Look for opportunities and gaps. Capitalize on what you

are already doing. See how it aligns with the curriculum map. Below is an example of an assessment methods-by-outcomes matrix you can modify or

model. Note that each assessment method does NOT have to measure ALL student learning outcomes.

Assessment Method


Content Knowledge

Growth & Development

Planning & Instruction


Content Knowledge Assessment F,D F,I F,I

Physical Education Content Test S,D S,I S,I

Technology Assessment F,I F,I F,I F,I

Improvement Plan F,I F,I F,D F,I

Dispositions Assessment F,I F,D

Unit Plan Rubric S,D S,I S,D S,D S,D S,I

Lesson Planning and Delivery Rubric

S,D S,I S,D S,D S,I

Unit Assessment Plan S,I S,I S,D S,D S,I S,I

Note. F=formative assessment, S=summative assessment, D=direct assessment, and I=indirect assessment



Explanation of Assessment Methods

The second part of the assessment methods section is a description of each assessment method that is listed in the assessment methods-by-outcomes

matrix. The description needs to be in enough detail to communicate to others what each assessment is, when it will be given, who is responsible for

carrying out the assessment, what the desired target level of individual student performance is (to say a single student met the student learning

outcome(s)), and what the desired overall target level of performance is for all students (to say the program is meeting the outcome(s)). Individual

student-level targets are often preset scores on an exam, scores on a rubric, etc. Program-level targets are often expressed as the percent of students

demonstrating they meet individual student-level targets. See the UAP Academic Program Assessment Plan and Status Report Checklist-Rubric for a list of

characteristics seen in well-functioning assessment methods. Below is an example of a table you should use to clearly communicate each of the

assessment methods to other stakeholders.

Assessment Method

Explanation

Description Student-Level Target a

Program-Level Target b

When Data Will be Collected

Person Responsible

Content Knowledge Assessment

For each of the following activities three to five skills have been identified: Badminton, basketball, flag football, soccer, softball, track and field, tennis, and volleyball. Instructors complete checklists related to the skills to evaluate student performance proficiency. Components of this assessment are administered across three courses.

A student must receive a score of Acceptable (2) on the checklist for each skill

85% of all students must meet the student-level target (i.e., receive a score of Acceptable (2)or better on the checklist for each skill

First and second semester

Course instructor

Physical Education Content Test

State-level licensure test required to be passed by all candidates prior to student teaching.

Students must achieve a score of 240/300 to pass

100% of students must pass or they do not advance to student teaching

Prior to student teaching

Program team



Assessment Method

Explanation




Person Responsible

Technology Assessment

Students will learn to use a variety of software programs (e.g., EXCEL, Fitnessgram) and instructional technologies (e.g., pedometers) to support electronic grading. Components of this assessment are administered across three courses.



Fifth and Sixth semester

Course instructor

Dispositions Assessment

Students will self-assess their dispositions related to targeted program outcomes. Course instructors will also complete assessments of each student. Students’ whose dispositions are found to be deficient will be placed on probation and remedial actions will ensue. This assessment is administered at three time points: after elementary clinicals, after secondary clinicals, and after student teaching.



Sixth, Seventh, and Eighth semester

Course instructors, program support staff

Unit Plan Rubric Students will develop unit plans for instructional units following prescribed elements depending on the curriculum model used. This assessment is administered at three time points: after elementary clinicals, after secondary clinicals, and after student teaching.




Course instructors, student teaching coordinator



Assessment Method

Explanation




Person Responsible

Lesson Planning and Delivery Rubric

University supervisors and cooperating teachers will complete evaluations of students’ lesson planning and lesson delivery during. This assessment is administered at three time points: after elementary clinicals, after secondary clinicals, and after student teaching.




Student teaching coordinator

Unit Assessment Plan During the student teaching semester, students will develop a unit assessment plan based on the objectives of the unit and utilizing a grading plan developed in a previous course. Tests must reflect each domain of learning and include authentic and traditional forms of assessment.



Eighth semester Student teaching coordinator

Improvement Plan Following field experiences, students will review coding sheets and feedback from their cooperating teachers and develop an improvement plan. This plan will be forwarded to the student teaching supervisor. This assessment is administered at three time points: after elementary clinicals, after secondary clinicals, and after student teaching.




Course instructor, Student teaching coordinator, and program support staff

Note. a Student-level target is the score or performance an individual student must demonstrate to say the student met the student learning outcome. b Program-level target is the percent of all students that must demonstrate they meet the student learning outcome.

1

Appendices for Midterm Assessment Plan and Status Report

Content Knowledge Assessment

This is a multi-part assessment.

Part 1: Form for performance in KNPE 225 (Fundamental

Skills 1)

Part 2: Form for performance in KNPE 226 (Fundamental

Skills 2)

For each of the following activities, three to five skills have been identified:

Badminton, Basketball, Flag Football, Soccer, Softball, Track and Field,

Tennis, and Volleyball.

Candidates are expected to achieve proficiency in each skill of each sport.

Proficiency is defined as meeting the performance cues checklist on at least

80% of all skills.

To calculate the score for each skill, the candidate performance on each

element of a skill are added and then the total is divided by the number of

elements for that skill.

In KNPE 225 the raw scores for each skill within an activity are then

combined to calculate the final score for the specific activity (e.g., basketball)

In KNPE 226 there is a summary rubric for each activity (attached) and the

scores are combined accordingly. The difference between the two classes is

deliberate and exposes candidates to different grading possibilities.

2

Sport Target

3 Acceptable

2 Developing

1 Unacceptable

0

Basketball

100% performance on the

checklist


checklist


checklist

Less than 60% performance

Softball


checklist


checklist


checklist


Soccer


checklist


checklist


checklist


Volleyball


checklist


checklist


checklist


Badminton


checklist


checklist


checklist


Fl. Football


checklist


checklist


checklist


Tennis


checklist


checklist


checklist


Track/Field


checklist


checklist


checklist


Target is 20-24 points

Acceptable is 17-19

Marginal is 14-16

Unacceptable is 13 or below

3

Planning

Students will develop unit plans for instructional units following

prescribed elements depending on the curriculum model used.

Unit plans will be prepared for the following courses’, KNPE

365, 366, 367 and 368. These 4 courses are secondary methods

courses, and candidates select 2 of the 4. Courses are completed

at any point in the program, typically not the first or last semester.

4

PETE Assessment of candidate ability to plan instruction—Unit Plan Rubric

wt. Elements Target Acceptable Developing Unacceptable

1

1 Preliminary

Information NASPE 3.2, 6.7

All information required is

completed in detail

Most information required is

included in detail OR all

information required is included

but not in detail

Most of the required

information is missing or if the

information is included, it is not

detailed

No information listed

1

2 National/State

Standards NASPE 1.6

State and National Standards

correctly identified and are

relevant to the unit content


correctly identified but some are

not relevant to the unit content


incorrectly identified or not

relevant to the unit content


not listed

1

3 Behavior

Management Plan

NASPE 4.5

Three possible behavior

challenges and appropriate

consequences are identified

Less than three possible

behavior challenges and

appropriate consequences are

identified

Possible behavior challenges but

no appropriate consequences are

identified

No behavior management plan

included

2

4 Unit Objectives NASPE 6.1

Objectives are appropriately

written and includes required

domains

Objectives are appropriately

written but not all required

domains included or some

objectives are inappropriately

written

All objectives are

inappropriately written

No objectives listed

2

5 Evaluation

Tools NASPE 7.2

An evaluation tool for each unit

objective is included

Evaluation tools for most unit

objectives are included

Evaluation tools for some unit

objectives are included

No evaluation tools included

2

6 Unit Content NASPE 6.4, 6.5

All required unit content is

listed

Most of the required unit

content is listed

Some of the required unit

content is listed

None of the required unit

content is listed

3

7 Daily Activities NASPE 6.2

All daily blocks include lesson

activities, focus and are

sequential


activities or focus and are

sequential


activities and/or focus but are

not sequential

Some daily blocks are missing

2

8 Lesson Plans NASPE 6.2

Four lesson plans are included

with all required components

present

Four lesson plans are included

but not with all required

components present

Less than four lesson plans are

included

No lesson plans are included

5

Scoring:

Target: 36-42

Acceptable: 31-35

Marginal: 25-30

Unacceptable: 24 and below

6

PETE Format for Unit Plan

A unit plan should contain information about the teaching context, a block plan, and would usually

consist of all the individual lesson plans, assessments, and handouts needed in the specified unit.

For this assignment, however, you need to complete four lesson plans (one from each week of the

unit or the plans assigned by your instructor).

Using the following template, please include:

1. Preliminary Information:

Description of the community and the students served

The facilities and teaching stations available at your school (make these realistic!!)

Equipment you have available

Instructional Materials/Resources

Unit Title

Class size, class length, and grade level

Identify teaching styles used in unit

2. Behavior Management Plan:

Identify three possible behavior challenges and appropriate consequences

3. Standards and Unit (terminal) Objectives:

Identify NASPE goals and Illinois Content Standards addressed in the unit

Develop unit objectives and evaluations in each of the three domains (psychomotor,

affective, and cognitive)

Include two of these evaluations with your unit plan

4. Unit Content (learning activities)

List unit content (concepts, tactical problems, skills to be taught, and/or other

learning activities)

5. Complete a block plan on the sheet provided. Include a day by day listing of activities in

the order you would teach them

6. Include four lesson plans (one from each week of the unit or the plans assigned by your

instructor)

7

Evaluation of Early Clinicals and Student Teaching

This assessment consists of multiple parts across several clinical experiences.

Lesson Delivery: Evaluated by university supervisor and cooperating teacher once during early clinical

experience and each student teaching placement. Candidates will teach the students in the clinical setting

for the entire length of class time. (KNPE 344, 483, 484, 485) Scoring:

Target: 63 -75

Acceptable: 52-62

Developing: 41-51

Unacceptable: 40 and below

8

PETE Assessment of Clinical Experiences-Lesson Delivery Rubric

wt. Element Target

3 Acceptable

2 Developing

1 Unacceptable

0

1

1 Professional dress and grooming

NASPE 8.3

Groomed, tidy, clean, uniform

if needed, collar shirts,

footwear appropriate to activity

No offensive attire, but not in

uniform, clothes appropriate

for physical activity

Some offensive dress, but

mostly appropriate

Inappropriate for activity,

sloppy, hats

1

2 Gets the class attention before starting

NASPE 4.1, 5.1

No directions are given until all

students are quiet, still and

attentive

No directions are given until

all students are attentive

Some directions given

before students are

attentive, not all students

quiet

Trying to speak over

students, too many

students active, not quiet

1

3 Gets group positioned so all can see/hear

NASPE 5.1, 5.4

All students facing away from

sun, to speaker/demonstrator,

all in position to see/hear

Student grouped so all can

see/hear

Most students can see

and hear

Few students can see or

hear

2

4 Provides explanations and instructions

NASPE 6.9

All explanations and

instructions are clear,

appropriate, concise and meet

students’ needs

All explanations and

instructions are clear,

appropriate, but may be too

long or too short

Some, explanations or

instructions confusing but

are appropriate

Many explanations or

instructions are confusing,

need repeating, or are

inappropriate

1

5 Provides accurate and appropriate demonstrations

NASPE 6.8

All demonstrations are

performed with correct

technique and are appropriate

Demonstrations are

technically correct but have

too much or too little

information

Demonstrations contain

some incorrect technique

or not appropriate to

lesson

Demonstration is absent or

incorrect

9

1

6 Gives correct learning information/ terminology

NASPE 6.9

Infuses correct disciplinary and

pedagogical knowledge

throughout lesson, using

appropriate terminology

Infuses at least one bit of

disciplinary and pedagogical

information into lesson, using

appropriate terminology

Lesson based on sound

disciplinary knowledge

but not sound pedagogy,

some inappropriate

terminology

Lesson contrary to

disciplinary knowledge

1

7 Uses student’s names correctly

NASPE 5.3

Uses correct name and

pronunciation for all students

Uses correct names for all

students

Uses correct names for

most students

Uses correct name for few

students

1

8 Communicates information in multiple ways

NASPE 5.2, 6.9

Provides visual and verbal

instruction and feedback,

repeats key information, gives

instruction in several ways,

checks for understanding

Provides visual and verbal

feedback, verbal instruction,

gives instruction in several

ways, checks for

understanding

Provides verbal

information only, no

variety of ways, no check

for understanding

Verbal instructions given

once, feedback more to

group than to individuals

1

9 Instructional strategies

NASPE 6.3

Uses multiple strategies based

on individual student needs,

context and content

Strategies selected fit with

content and context, and

student ability level

Strategies fit with content

and context but not with

ability level

Strategies do not fit with

context, content or student

ability level

1

10 Maximum participation

NASPE 4.3, 6.4

All students are engaged at

appropriate level of difficulty,

all engaged the entire class

All students are engaged in

lesson for the entire class

Most are engaged in the

lesson for most activities

Few are engaged for most

activities

1

11 Voice tone, loudness and grammar and pronunciation

NASPE 5.1

Voice always loud enough,

tone is pleasant, pronunciation

is correct, grammar is correct

Voice tone and loudness are

appropriate, some incorrect

pronunciation or grammar

Not always loud enough,

some grammatical errors,

errors in pronunciations

Can rarely be heard, many

grammatical/pronunciation

errors, slang

10

2

12 Gives technically correct learning cues and signals

NASPE 6.9

Cues are technically accurate,

appropriate to activity

Cues are technically correct,

accompanied by correct

visual signals when needed

Most cues are correct Few cues are correct

1

13 Introduction, core teaching/content development, closure

NASPE 6.10

Clear, concise, informative,

appropriate balance within the

lesson

Provides all parts of lesson,

not always balanced

Provides most parts of

lesson, not always

balanced

Too long in any one area,

omitting others

1

14 Teaching style(s) selected appropriate to content and context

NASPE 6.3

Styles selected for lesson meet

contact/contextual needs, styles

change within lesson as context

or content change

Lesson may be all of one

style, but it is appropriate for

content and context

Some element of style

selected is not

appropriate for context

and content

Style selected does not

meet content or context

2

15 Provides a variety of practice opportunities and are sequenced

NASPE 4.3, 6.4

Multiple activities are used to

teach each skill or multiple

levels of difficulty are

sequenced providing for

individual ability levels

Activities sequenced with a

variety of difficulty levels, to

provide for ability level of

group

A progression of

activities in which all

participate allow for a

variety of skill levels

All students do the same

activity, no variety of

practice opportunities, no

sequence

1

16 Activity equipment and organizational safety

NASPE 2.1, 6.3

Made class aware of safety

rules and activity parameters,

users age appropriate feedback

to get students to follow rules,

consistent in rule application.

All equipment is appropriate

size and weight, in good

condition and age appropriate

Made class aware of safety

rules and activity parameters,

provides feedback to

reinforce, some inconsistency

in enforcing rules.

All equipment is appropriate

size and weight, is age

appropriate

Mentions safety rules and

activity parameter,

doesn’t provide feedback

to reinforce,

inconsistency in

enforcing rules.

Many students are forced

to use equipment that is

inappropriate size or

weight

No safety rules or activity

parameters or

inconsistently reinforces

rules.

Equipment is in need of

repair, poses danger, or is

ill fitted to the student

2

17 Activity/equipment/ music is age and developmental level appropriate

NASPE 2.1, 4.3, 6.4

All activities/equipment/music

are appropriate for age, socio-

emotional, physical and

psychomotor level

All

activities/equipment/music

are appropriate for age and

physical skill level

Most

activities/equipment/

music are appropriate for

age and physical skill

level

Many

activities/equipment/

music are inappropriate

for age or physical skill

level

11

2

18 Selects and modifies activities based on student needs/ interests/abilities

NASPE 4.3

Select/modifies activities or

needed within lesson. Change

in activities are based on

individual students needs

Lesson contains pre-

determined modifications

based on group skill level,

activities changes bases on

group needs

Lesson contains set

activities based on

preconceived notion of

group ability/needs

Activities not connected to

student needs or interests

2

19 Uses specific feedback

NASPE 6.10

Begins feedback with positive,

gives correct feedback, gives

feedback to individual and to

groups

Gives correct specific

evaluative/corrective

feedback to individuals and

groups

Most specific evaluative/

corrective feedback is

correct, and it is used

often

Little specific feedback

used

12

Unit Assessment Plan

This is a multi-task assessment.

Part 1: During student teaching experiences (KNPE 483, 484, 485) develop a unit

assessment plan using the objectives of your unit and utilizing the grading

plan (as devised in 446). The tests you create will reflect each domain of

learning. Use a variety of authentic and traditional tests in all learning

domains. Include the items and how these are weighted and by what method

the unit plan is graded.

Part 2: During the student teaching semester, from the unit assessment plan include

pre-testing of at least 1 assessment from the psychomotor domain.

Administer a pre-test on one class from your unit assessment and follow with

the post test of that item. Then discuss and describe the learning that took

place and document how your students are learning.

13

Unit Assessment Plan Candidate Effect on Student Learning

wt Dimension Target

3 Acceptable

2 Developing

1 Unacceptable

0

1

1 Plan aligns assessments with objectives that are congruent with the NASPE or IL Standards

NASPE 1.6

All assessments measure

identified learner objectives

aligned with the Illinois

Learning Standards or

NASPE

Some assessments measure




NASPE

Tried to link assessment

with Illinois Learning

Standards or NASPE, but

connection is weak or

doubtful

Assessments do not measure




NASPE

1

2 Plan provides assessments that accommodate the learning needs of students

NASPE 2.3

Teacher makes adaptations

needed to ensure that the

assessments are appropriate

to meet the characteristic

needs of students

Teacher makes some

adaptations needed to ensure

that the assessments are

appropriate to meet the

characteristic needs of

students

Teacher makes no

adaptations to ensure that

the assessments are

appropriate to meet the

characteristic needs of

students

No mention of any need for

adaptations

2

3 Plan includes formative assessments that target learning objectives

NASPE 7.2

All assessments are

congruent with the learning

objectives in content and

cognitive complexity and

assess student performance

prior to the instructional

sequence.

Most assessments are






sequence.

Assessments are not






sequence.

No assessment made prior to

learning

2

4 Plan includes summative assessments that target learning objectives

NASPE 7.2

All assessments are





at the conclusion of the

instructional sequence.

Most assessments are







Assessments are not







No assessment made

following instruction

2

5 Teacher uses multiple assessments and sources of data

NASPE 7.2

Multiple data sources are

used to provide information

on quantitative or qualitative

performance indicators and

measures.

Only one data source is used

to provide information on

quantitative and qualitative


measures.

Data is anecdotal,

observational, not based on

quantitative or qualitative

analysis

Data sources are not used to

provide information on

quantitative and qualitative


measures.

3 6 Grading Grading method, scale, Grading method appropriate; Grading method inferred; No mention of grading

14

procedures are included for cumulative report on achievement

NASPE 7.4

range and weight included

and appropriate

scale range or weight

inferred but not explained

scale, range or weights

omitted

method, or method is

inappropriate

Scoring

Target: 28-33

Acceptable: 24-27

Marginal: 20-23

Unacceptable: 19 or below

15

Assessment of Technology

This is a multi-task assessment.

Part 1: In KNPE 364, Fitness Education, candidates will learn to use Trifit, Heart

Rate Monitor and Pedometer technology. They will complete an assessment

documenting ability to use each tool.

Part 2: In KNPE 446, Measurement, candidates will learn to use software in a

variety of applications. Software will include Fitnessgram, EXCEL and

electronic grading.

16

Assessment of Technology

wt Dimension Target

3 Acceptable

2 Developing

1 Unacceptable

0

1

1 Ability to use Trifit NASPE 9.1 KNPE 336/364

Collect and enter the scores

using Trifit. Access student

records and accurately

interpret data



records but shows limited

ability to accurately

interpret data



records but interprets data

inaccurately

No ability to use Trifit

1

2 Ability to operate a heart rate monitor

NASPE 9.1 KNPE 336/364

Know how to use a heart

rate monitor, and accurately

interpret the results


rate monitor, but shows

limited ability to accurately



rate monitor, but interprets

results inaccurately

No ability to operate a heart

rate monitor

1

3 Ability to operate a pedometer

NASPE 9.1 KNPE 336/364

Know how to use a

pedometer and accurately


Know how to use a

pedometer but shows



Know how to use a

pedometer but interprets

results inaccurately

No ability to operate a

pedometer

1

4 Ability to use designated software for class (Word processing, presentation package, statistical program)

NASPE 9.3 KNPE 336/364 & 446

Complete assignments

using the designated

software for class


using most of the

designated software for

class


using some of the


class


using none of the


class

1

5 Ability to use Fitnessgram software

NASPE 9.2 KNPE 446


to Fitnessgram software,

access student records and

accurately interpret data



access student records, but

shows limited ability to




access student records but

interprets data inaccurately

No ability to use

Fitnessgram software

1

6 Ability to use Grading program

NASPE 9.3 KNPE 446


to grading program, access

student records and




student records, but shows


interpret data



student records but

interprets data inaccurately

No ability to use grading

program

17

Reflection

Part 1: While completing the first clinical semester (elementary experience, KNPE 344),

candidates will write a newsletter to the parents of the children they taught. Candidates

will also write a letter summarizing their strengths and weaknesses in teaching to go to

the supervisor of the secondary clinical experience.

Part 2: Completing the second clinical semester (secondary, KNPE 467/8), candidates

will analyze coding sheets and feedback from their teaching and will write an

“Evaluation and Improvement Plan”. The Plan will be followed by writing a letter to the

supervisor for the upcoming student teaching semester, detailing strengths and

weaknesses identified in the plan and listing specific areas for the supervisor to focus

on.

Part 3: Upon completion of the student teaching semester (KNPE 483, 483, 485), the

candidate will analyze coding sheets and feedback from their student teaching and will

write an “Evaluation and Improvement Plan”. The Plan will be detailing improvements,

strengths and weaknesses identified in the previous semester’s plan.

18

Assessment 7

Reflection Assignment

To be effective practitioners, teacher candidates must be reflective about their teaching experiences. Each of your reflections

should complete the reflective cycle. This cycle begins with a detailed description of the context in which you taught. This detailed

description must include specific examples from your teaching experience. You must justify and critique your teaching performance

and demonstrate through your reflection the ability to learn from each teaching experience. The final part of the cycle is for you to use

this reflection to make changes for the next teaching experience. In this application phase, you must give specific changes you will

make in the next lesson based on your experiences in this lesson. These changes should be based on your assessment (formal or

informal) of student achievement. The final reflection should include the identification of specific teaching and student goals for your

next clinical experience.

Context: This section should include important details about the teaching environment (number of students, the physical environment

in which you taught, developmental level of students, and any important contextual elements that influenced the effectiveness of the

lesson). You should answer such questions as: Are there any students with special needs? Is your space limited? Is there limited

equipment? Who are you teaching? Provide specific examples to support your reflection.

Analysis/Justification: This section should include a complete and thorough analysis of your planning and teaching performance

based on your lesson plans. Were your objectives and learning tasks developmentally appropriate? Were your learning tasks

progressive and sequential? Were transitions planned for and executed smoothly? Were your objectives aligned with your learning

tasks? How was assessment used in the lessons?

Critique of Teaching Performance: This section requires you to interpret and critique your teaching experience based on what you

(and others) saw happen during your teaching experiences. Please use data, feedback, and videos/DVDs to inform this portion of your

reflection. Were lesson objectives met or not met? Were student learning objectives met? Did your teaching approach align with your

objectives for the lessons? Were there any management adjustments that needed to be made in the lessons?

Action Plan/Letter: This section of your reflection should be written in the form of a letter to your supervisor for your next clinical

experience/student teaching or your mentor teacher in your first job. As the letter will be given to a supervisor/mentor assigned to you,

it must be written on a separate page(s). In this letter, please introduce yourself and state the names of the schools in which in

completed your clinical experiences.

The letter should contain the following sections: First, briefly summarize at least three strengths of your teaching that were

evident from the data gathered, feedback from others, videos/DVDs you received during your clinical experiences. Second, provide

some specific goals (again based on data gathered) on what you need to improve during your next teaching experience. This should

19

only be a paragraph or two. Given the data/feedback you received, identify at least three goals to work on during your next clinical

experience or first year of teaching. Finally, provide some specific and measurable strategies to improve these teaching variables.

You can refer to articles you have read, your book, or comments from your cooperating teacher or university supervisors. Explain how

you are going to address and evaluate each goal identified above.

Remember, this letter is an opportunity for you to introduce yourself to your university supervisor for student teaching. Please

start the letter, “Dear Supervisor/Mentor,” and end it “Sincerely, ___________”

Turn in all data gathered/feedback with this assignment and include TWO copies of the letter to your supervisor/mentor

Written Communication: The final section of the grading rubric will evaluate your written communication skills. Your reflection

should be grammatically correct with no punctuation errors, organized in a logical sequence, and your ideas presented in a clear and

precise style.

Assessment 7 Reflection Rubric

Target 3pts Acceptable 2pts Marginal 1pts Unacceptable 0 pt

Completeness of Context NASPE 5.1

Consistently supports observation with specific examples. Thorough and complete description of the context of the observation. Answers all questions listed and identifies key contextual elements.

Usually supports observation with specific examples. Adequate description of the context of the observation. Answers most of the questions listed and identifies at least two contextual elements.

Sometimes supports observation with specific examples. Brief description of the context of the observation. Answers some of the questions listed, and identifies at least one contextual element

Rarely or never supports observation with specific examples. Incomplete description of the context of the observation. Does not answer any of the questions listed.

Analysis/Justification of Teaching Performance NASPE 8.1

In-depth analysis of the teaching experience including a complete justification of planned learning experiences, objectives for the lessons, and task sequence. Reflects on the developmental appropriateness of the learning experiences, and sequence of the lessons.

Appropriate analysis of the teaching experience including justification of the planned learning experiences, objectives for the lessons, and the developmental appropriateness of the learning experiences.

Surface analysis of the teaching experience including a limited justification of the planned learning experiences. Reflection does not include analysis of the developmental appropriateness of the objectives or the learning experiences.

Little or no analysis and/or no justification of the teaching performance.

Critique of Teaching NASPE 8.1

Interpretations of teaching performance are insightful and based on the observations/data/feedback. Reflects on how lessons objectives were met or not met and gives specific examples to support

Interpretations of teaching performance are accurate and based on the observations/data/feedback. Reflects on how lesson objectives were met or not met, but no specific examples are given to support

Interpretations of teaching performance include some misconceptions and reflective statements are not supported by the observations/data/feedback. Reflects either on the how the objectives were met or not met, but

No interpretations of teaching performance are made. Does not reflect on how objectives were met or not met.

20

reflection. Reflects on teaching approaches used during the lesson and the alignment of teaching approach and objectives for the lesson.

reflection. Reflects on teaching approaches used during the lesson and the alignment of teaching approach and objectives for the lesson.

not both. Does not reflect on teaching approaches used during the lesson and the alignment of teaching approach and objectives for the lesson.

Action Plan/ Letter NASPE 8.3

Conclusive and detailed action plan is based on data/feedback/observations gathered during the teaching experiences. Plan includes at least three specific strengths, and three specific teaching goals with measurable strategies for improvement.

Informed and detailed action plan is mainly based on data/feedback/observations gathered during the teaching experiences. Plan includes less than three specific strengths and specific teaching goals. Strategies for improvement are listed but not measurable.

General action plan is somewhat based on data/feedback/observations gathered during the teaching experiences. Plan includes less than three specific strengths and specific teaching goals. No strategies for improvement are listed.

Action plan is vague and not based on based on data/feedback/observations gathered during the teaching experiences. No specific strengths, goals or measurable strategies are included.

Written Communication NASPE 5.1

Exceptional written mechanics with no mistakes in grammar or punctuation.

Well written with few mistakes (less than five) in grammar or punctuation, which do not interfere with the reading of the reflection.

Poorly written with less than 10 mistakes in grammar and punctuation, which interferes with the reading of the reflection.

Poorly written with more than 10 mistakes in grammar and punctuation, which interferes with the reading of the reflection.

21

Dispositions Assessment

Class NIU Student Name

Semester (Self Evaluation)

ASSESSMENT OF PROFESSIONAL DISPOSITION TO TEACH (Dispositions Survey 2)

The following assessment will be completed in three ways: student will self-assess, faculty will assess all students in the PETE program each

semester in a regularly identified course, and faculty outside regularly identified courses may indicate problematic areas for immediate attention. In

any case above, student with deficient disposition will be staffed and placed on probation in teacher education. Students who are identified during

two semesters will be dismissed from teacher education.

1.

AT

TE

ND

AN

CE

A. Exhibits a pattern of

tardiness or

Absence. Fails to

contact instructor to

make arrangements

for missed work.

Gives no reason for

missing class.

Sometimes disrupts

class by arriving late.

B. Occasionally misses

class. Tries to notify

instructor if going to be

absent, or contacts

instructor following

absence with reason for

absence.

C. Consistently attends

class and is on time.

Usually notifies

instructor in advance

or arranges to meet

instructor following a

missed class. Usually

gives reason for

absence.

D. Arrives at class early.

Always makes prior

arrangement when

absence is necessary.

Submits assignments prior

to absences and/or follows

up to complete missed

work. arranges with

classmates or instructor to

secure handouts or

materials presented in

class.

2.

IN-C

LA

SS

PE

RF

OR

MA

NC

E

A. Inattentive in class.

May fall asleep, read

newspaper, or attend

to other materials not

related to class.

Rarely participates in

class discussions.

May distract others in

the class with

behaviors or talking.

B. Is attentive to what is

happening in class.

Attention is focused on

class-related materials

and activities. Responds

appropriately when

called on. Does not

distract others in the

classroom.

C. Actively engaged and

interested in class

activities. Volunteers

to respond to

questions. Participates

in discussions. Stays

focused. Has done

necessary preparation

for class.

D. Shows initiative in class

activities. Applies

knowledge to other

situations and make

connections with previous

learning. Asks questions

showing intellectual

interest. Seeks to extend

understanding through

higher-level thinking.

3.

CL

AS

S P

RE

PA

RA

TIO

N

A. Work completed with

little attention to

quality. May be

sloppy and /or contain

errors. Emphasis is on

getting work done

rather than learning.

Assignments are

sometimes late or

missing. Uses current

knowledge rather than

additional resources to

complete work.

Procrastinates.

B. Assignments completed

correctly and with

accuracy. Work shows

basic grasp of the

assignment’s intent.

Meets assignment

deadlines adequately.

Makes use of resources

provided to complete

work.

C. Work is completed

with attention to

detail, is sequential,

and is logical. Shows

evidence of thoughtful

analysis of the

assignment. Work

shows that adequate

time and planning

were allocated.

Seeks new resources

and additional

information to

complete work.

D. Work is of exceptional

quality. Shows a desire to

pursue the intended

learning at a deep level.

Work shows evidence of

personal reflection and

revision. Uses an array of

quality resources to add to

the scope and depth of

project.

4.

RE

LA

TIO

NS

HIP

S W

ITH

OT

HE

RS

A. Usually works only

with those of similar

ability, race, gender,

or ethnicity. Rarely

interacts with others,

especially those

different than self.

Main concern appears

to be for self, with

little concern for

others. Does not listen

well.

B. Accepts others despite

differences in ability,

race, gender, or

ethnicity. Interacts with

others in a polite,

courteous, and

professional manner.

Shows awareness of

others’ needs. Listens

to others and

understands them.

C. Willingly works with

others from different

ability, race, gender,

or ethnic groups.

Welcomes feedback

and interaction with

others. Shows genuine

concern for others and

their needs. Listens

carefully to others and

respects their views.

D. Actively seeks

opportunity to work with

those of different

ability, race, gender, or

ethnicity. Actively seeks

interaction and feedback

from variety of other

people. Has

compassion for others.

22

5.

GR

OU

P W

OR

K

A. Puts forth minimal

effort and fails to do a

fair share of the work.

Attendance at group

meetings is uneven or

absent. Shows little

regard for other people

or their ideas. May

actually be a roadblock

for getting a project

completed. Does not

relate well with others.

B. Does a fair share of the

work. Accepts

responsibility. Attends

group meetings.

Accepts ideas of others.

Related adequately with

others and performs

basic group

responsibilities.

C. Contributes ideas and

efforts to the group.

Comes to meetings

prepared and on time.

Incorporates ideas of

others into the groups’

activities. Relates

well to others and

promotes group

success.

D. Promotes group goals by

contributing above and

beyond expectations.

Comes early to help

facilitate group

meetings and is well

prepared. Encourages the

use of ideas from all.

Does everything possible

to ensure success for the

group.

6.

PR

OF

ES

SIO

NA

L

DE

VE

LO

PM

EN

T A

ND

INV

OL

VE

ME

NT

A. Unaware of

professional

organizations and/or

professional

publications. Shows

little or no interest in

professional activities

or events. Attends

only when mandatory.

Little interest in

growing

professionally.

B. Aware of professional

organizations and/or

professional

publications.

Occasionally participates

in professional activities

or events. Sees the

importance of

professional growth.

C. References or makes

use of professional

organizations or

publications.

Willingly

participates in

professional activities

or events. Belongs to

professional

organization(s).

Actively engaged in

professional growth.

D. Actively involved with

professional organizations

and publications. Seeks

opportunities to be

involved in professional

activities or events.

Takes a leadership

role in professional

organization(s). Makes

professional growth a high

priority.

7.

RE

SP

EC

T F

OR

SC

HO

OL

RU

LE

S,

PO

LIC

IES

, A

ND

NO

RM

S

A. Unaware of school

rules and policies.

Sometimes disregards

known policies or

restrictions. Wants

exceptions to be made

for himself/herself, or

tries to get around

established rules of

behavior, dress, etc.

Thinks rules were

made for others.

B. Aware of school rules

and policies. Usually

follows them without

being reminded by

others. Accepts

reminders for breaches

of rules or policies, and

does not attempt to

circumvent them in

his/her patterns of

behavior, dress, etc.

C. Knows school rules

and policies. Follows

them consistently.

Understands the

purpose of regulations

and respects their

intent. Accepts

responsibility for

personally following

them in his/her

patterns of dress,

behavior, etc.

D. Follows school rules and

policies and encourages

others to respect them.

Shows exemplary patterns

of behavior with respect

to rules and policies

dealing with dress,

behavior, or other

aspects of school

operation.

8.

CO

MM

UN

ICA

TIO

N

A. Uses incorrect

grammar in oral

and/or written

communications. May

use slang, profanity,

inappropriate

vocabulary, or

offensive language.

Does not express ideas

clearly. May display

distracting language

habits (e.g., repetition

of words or phrases,

such as “okay” or

“like”).

B. Usually uses correct

grammar in oral and/or

written communication.

Generally uses language

that is appropriate and

not offensive. Can

convey ideas accurately.

C. Uses correct grammar

in oral and/or written

communication.

Communication is free

of offensive or

inappropriate

language. Uses

language to express

ideas very effectively

regardless of the age

of the listener.

D. Speaking and writing is

flawless in terms of

grammatical correctness.

Language usage is

conventional and

respectful. Is articulate

and/or persuasive

when expressing ideas.

23

9.

EM

OT

ION

AL

CO

NT

RO

L/R

ES

PO

NS

IBIL

ITY

A. Emotions not under

control. May lose

temper and show

outbursts of anger. Is

disrespectful of peers

and others. Does not

take personal

responsibility for

his/her emotions and

behaviors. Blames

others or outside

circumstances for loss

of emotional control.

B. Maintains basic control

of emotions. May show

emotional reaction, but

does not lose temper or

control. Is able to listen

to the perspectives of

others. Is responsible for


behaviors. No overt

enthusiasm displayed.

C. Displays steady

emotional

temperament,

even in potentially

volatile situations. Is

receptive to viewpoints

of others and to their

suggestions. Holds

self accountable for


behaviors. Displays a

sense of humor and/or

willingness to get

along with others.

Minimal enthusiasm

for teaching.

D. Always maintains

composure regardless of

circumstances. Respects

the viewpoints of others

and treats them with

dignity even when not in

agreement with them.

Can be depended on to

always be accountable and

responsible for his/her own

emotions and behaviors.

Shows enthusiasm for

teaching and their

students.

10.

ET

HIC

AL

BE

HA

VIO

R A

ND

RO

LE

MO

DE

L

A. Shows pattern of

dishonest or deceitful

behavior. May

sacrifice truth for

personal advantage.

Fails to use discretion

in keeping personal

confidences entrusted

to him/her. Cannot be

counted on to keep

his/her word or to

follow through as

promised. Not

someone you would

like children to

emulate or copy.

B. Is truthful and honest in

dealing with others.

Uses discretion in

keeping personal or

professional

confidences entrusted to

him/her. Strives to be

trustworthy and keep

his/her word. A sound

role model with

personal integrity.

C. Is honest in dealing

with others. Puts truth

above personal need

or advantage. Always

dependable in terms

of keeping personal

and professional

confidences. Can be

counted on to follow

through and keep

his/her word. Shows

self to be a person of

strong character. A

good role model of

personal integrity.

D. Is honest in dealing with

others. Shows a passion

for truth. Can be counted

on in all circumstances to

keep personal and

professional confidences.

Is absolutely trustworthy

and can be completely

depended upon to keep

his/her word. A person

who is an outstanding

model of personal

integrity.

Documents

Cover Page 1. Student Learning Outcomes 2. Program-by ...are already doing. See how it aligns with the curriculum map. Below is an example of an assessment methods-by-outcomes matrix